ABSTRACT
Chapter 12 proposes some ways forward for EE in Indonesia, taking into account findings from fieldwork and consideration of the literature. Recommendations include: one of the principle objectives of education should be the creation of environmentally responsible citizens; EE should become a standalone, examinable subject in the curriculum; the academic subject of EE should have a partner organisation, such as a revamped Adiwiyata, that would provide the shell for outdoor, place-based, practical, problem-solving activities; a whole-school approach to environmentalism is a priority; schools should develop “green” connections with their local community and government; a radically innovative teacher pre- and in-service training programme for EE would need to be developed, perhaps using Geography as a starting-point; the take-up of new pedagogies and forms of assessment is a matter of urgency and the chapter advocates critical eco-pedagogy. The chapter also considers the ramifications of the study’s findings for other Global South countries, with a view to the practical exigencies of weak education systems and the imperialism entailed in the globalisation of EE. The authors advocate the development of culturally sensitive, locally relevant, environmental education programmes that lead young people to become environmentally responsible citizens.
