Ganes Gunansyah, Moh Salimi, Tauran, Indar Sabri
This article critically examines the mediating role of teacher and student reflexivity in relation to promotional interest agents within the Global Action Programme on climate change. Regarding reflexivity, Margaret Archer’s basic idea seeks to mediate between agency and structure. Although social structures are considered limiting, it is believed that individuals can still practice personal reflexivity, leading to efforts to think and act critically in responding to climate change. Knowing the role and variations of environmental agent reflexivity in addressing climate change in Indonesian school is important. This study uses critical ethnography, which is intended to describe hidden realities. In a micro-sociological context, teacher’s interactions with students can be empowering and limiting. Both can interact dynamically, sometimes dominating, interdependent, connected and disconnected until connected again. This condition is influenced by the extent to which there is an opportunity for reflective monitoring through dialogue, discussion and deliberation. Referring to Archer’s typology of reflexivity, each environmental agent reflects four modes of internal conversation: communicative reflexivity, autonomous reflexivity, meta-reflexivity and fractured reflexivity. While Archer centres internal conversation in reflexive agency, this study foregrounds silent conversation in digital spaces as a critical bridge between reflection and environmental action in schools. © The Author(s), 2025. Published by Cambridge University Press.
Universitas Negeri Surabaya, Surabaya, Indonesia; Universitas Sebelas Maret, Surakarta, Indonesia
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