ABSTRACT
This second chapter on Yogyakarta uses classic educational ethnography to describe classes where teachers are using the Curriculum, and Adiwiyata activities by students. We examine three classes that show the hollowness of EE in schools and the critical importance of teachers. An abysmal Craft lesson shows that when teachers stray from traditional pedagogy, they run into problems – because of their own shortcomings. The Biology class shows a more confident teacher following the curriculum to allow students to leave the classroom and explore the natural world. The third class is the best lesson we saw during fieldwork: a smart, knowledgeable Geography teacher encourages students to ask questions that go beyond the textbook. Then the chapter reports on a student-led environmental event, Rubbish Day. Rubbish Day shows the (limited) possibilities for the amplification of “student voice” in EE in Indonesia and discusses the impact of the fact that many teachers are public servants first and teachers second; and the power of the social value of sungkan (respectful politeness) among students. These combine to work against teachers innovating and investing time and energy in the improvement of their knowledge and pedagogy, and against students exercising initiative, suggesting innovations or critiquing their lessons.
