The Hybridity of the Youth Ecology Movement in Greater Bandung: A Synthesis of MPIA and the Saung Monteng Community from a Holistic Transformative Perspective
DOI:
https://doi.org/10.15575/hanifiya.v9i2.59564Keywords:
consientization, hybrid movement, holistic ecology, council of Islamic civilization, spatial agencyAbstract
This study examines ecological consciousness, spatial dialectics, and youth character education in the Bandung Raya region. It integrates holistic ecology, transformative learning and Freirean conscientization, and New Social Movement theory with spatial agency. Using a qualitative comparative case-study design, the research combines cyber-netnography of @majelisperadaban.id and @farrelreyhangunawan with participatory observation and in-depth interviews involving the Majelis Peradaban Islam (MPIA) and the Saung Monteng Community. The findings reveal a cyber-physical “hybrid movement” in which digital spaces challenge anthropocentric perspectives, while agrarian spaces translate ecological consciousness into ecosystem restoration through youth–community engagement. However, the movement faces urban property capitalism, spatial inequality, and the risk of cyber activism becoming superficial clicktivism without sustained physical action.
References
Albrecht, G. A. (2023). Earth Emotions: New Words for a New World. Routledge. https://doi.org/10.4324/9781003251415
Anguelovski, I. (2024). Radical Territorial Aethetics: Peripheral Urban Communities Resisting Capitalist Expansion. International Journal of Urban and Regional Research, 48(2), 210–234.
Bartlett, L., & Vavrus, F. (2017). Comparative Case Studies: An Innovative Approach. Nordic Journal of Comparative and International Education (NJCIE), 1(1). https://doi.org/10.7577/njcie.1929
Bennett, M. R., & Hacker, P. M. S. (2022). Philosophical foundations of neuroscience. John Wiley & Sons.
Capra, F., & Luisi, P. L. (2022). The Systems View of Life: A Unifying Vision (2nd ed.). Cambridge University Press. https://doi.org/10.1017/CBO9781139945448
Castells, M. (2022). Networks of Outrage and Hope: Movements and Power in the Space of Flows (3rd ed.). Polity Press. https://doi.org/10.1002/9781119307945
Creswell, J. W. (2022). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. Sage Publications.
Curato, N., Hammond, M., & Min, J. B. (2019). Power in Deliberative Democracy. Springer International Publishing. https://doi.org/10.1007/978-3-319-95534-6
Daza, V., Gudmundsdottir, G. B., & Lund, A. (2024). The emergence of a digital third space: Opportunities and constraints of digital practice assessment in teacher education. International Journal of Educational Research, 127, 102415. https://doi.org/10.1016/j.ijer.2024.102415
Della Porta, D. (2024). Social Movements in the Digital Age: From Online Discourse to Physical Space. Polity Press. https://doi.org/10.1017/9781009123456
Demaria, F., Kothari, A., Salleh, A., Escobar, A., & Acosta, A. (2023). Post-development: From the Critique of Development to a Pluriverse of Alternatives. In The Barcelona School of Ecological Economics and Political Ecology: A Companion in Honour of Joan Martinez-Alier (pp. 59–69). Springer.
Dirkx, J. M. (2023). The Soul of Learning: Emotional and Spiritual Dimensions in Transformative Environmental Activism. Journal of Transformative Education, 21(1), 33–54. https://doi.org/10.1177/15413446221151104
Escobar, A. (2024). Pluriversal Politics and Environmental Activism: Beyond Institutionalized Bureaucracy. Development and Change, 55(1), 42–67. https://doi.org/10.1515/9781478012108
Flanagan, C., Gallay, E., & Pykett, A. (2022). Urban youth and the environmental commons: rejuvenating civic engagement through civic science. Journal of Youth Studies, 25(6), 692–708. https://doi.org/10.1080/13676261.2021.1994132
Freire, P. (1970). Pedagogy of The Oppressed. In Continuum.
Fuchs, C. (2023). Digital Activism: Social Media and the Struggle for Ecological Justice. SAGE Publications. https://doi.org/10.1177/20563051231175658
Gare, A. (2022). Philosophical Foundations for Ecological Civilization: From Cartesian Dualism to Systemic Cosmic Worldview. Social Movement Studies, 21(4), 512–534. https://doi.org/10.1080/14742837.2021.2013145
Gort, J., & Brooks, A. (2023). Africa’s Next Debt Crisis: A Relational Comparison of Chinese and Western Lending to Zambia. Antipode, 55(3), 830–852. https://doi.org/10.1111/anti.12921
Gould, D. B. (2022). Networked Affect and the New Social Movements: Cyber-Physical Spaces of Environmental Resistance. University of Chicago Press. https://doi.org/10.7208/9780226818320
Gruenewald, D. A. (2024). Critical Place-Based Pedagogy: Reimagining the Local Space as a Site of Socio-Spatial Emancipation. Educational Philosophy and Theory, 56(4), 389–407. https://doi.org/10.1080/00131857.2023.2183441
Guha, R. (2025). Environmentalism: A Global History and the Grassroots Disconnect. Routledge.
Harvey, R. (2023). Islamic Theology and the Crisis of Contemporary Science: Naquib al-Attas’ “Metaphysical Critique” and a Husserlian Alternative. Theology and Science, 21(3), 404–420. https://doi.org/10.1080/14746700.2023.2230429
Haynes, E. (2024). A Transactional Analysis of Motherhood and Disturbances in the Maternal. Routledge. https://doi.org/10.4324/9781003365822
Holdo, M. (2023). Critical Reflection: John Dewey’s Relational View of Transformative Learning. Journal of Transformative Education, 21(1), 9–25. https://doi.org/10.1177/15413446221086727
Illeris, K. (2024). Transformative Learning and Identity: Existential Challenges in Contemporary Education. Routledge. https://doi.org/10.4324/9781003362142
Jetha, A., Shamaee, A., Tompa, E., Smith, P., Bültmann, U., Bonaccio, S., Tucker, L. B., Norman, C., Banks, C. G., & Gignac, M. A. M. (2023). The future of work in shaping the employment inclusion of young adults with disabilities: a qualitative study. Equality, Diversity and Inclusion: An International Journal, 42(9), 75–91. https://doi.org/10.1108/EDI-06-2022-0154
Jickling, B., & Lotz-Sisitka, H. (2024). Beyond Environmental Cosmetics: Cultivating Holistic Ecological Consciousness in the Digital Era. Environmental Education Research, 30(2), 189–212. https://doi.org/10.1080/13504622.2023.2241512
Juris, J. S., & Pleyers, G. (2022). Hybrid Movements: Re-conceptualizing the Relationship between Virtual and Material Activism in the Anthropocene. Sociological Theory, 40(2), 155–178. https://doi.org/10.1177/07352751221087543
Kahn, R., & Misiaszek, G. W. (2022). Eco-Pedagogy in the Anthropocene: Reconstructing Ecological Character Education for Global Sustainability. Educational Studies, 58(3), 311–332. https://doi.org/10.1080/00131946.2022.2052134
Kozinets, R. V. (2023). Netnography: The Essential Guide to Qualitative Social Media Research (4th Edition). SAGE Publications.
Luisetti, F. (2019). Geopower: On the states of nature of late capitalism. European Journal of Social Theory, 22(3), 342–363. https://doi.org/10.1177/1368431018803764
Martinez-Alier, J. (2023). Land, Water, and Air: Global Ecological Conflicts and Grassroots Resistance. Edward Elgar Publishing.
Naess, A. (2019). The deep ecology movement. In Problems Of International Justice (pp. 144–148). Routledge.
Papacharissi, Z. (2023). Affective Publics and Digital Architecture: Youth Activism and Subjectivity in Networked Spaces. Information, Communication & Society, 26(3), 455–472. https://doi.org/10.1177/14614448221142210
Pickard, S. (2023). Digital Ecological Citizenship: Youth Activism and Climate Justice in the Networked Age. Palgrave Macmillan.
Purcell, M. (2022). The Right to the Rural-Urban Fringe: Spatial Agency, Use Value, and Contesting Hegemonic Production of Space. Urban Geography, 43(7), 1041–1062. https://doi.org/10.1080/02723638.2021.1973210
Schlosberg, D., & Craven, L. (2022). Bringing Environmentalism Back to Earth: The Materiality and Praxis of Grassroots Environmental Activism. Environmental Politics, 31(2), 245–266. https://doi.org/10.1080/09644016.2021.1943442
Shergill, B. S., & Mehta, S. (2023). Challenges to Punjab Economy. Routledge India. https://doi.org/10.4324/9781003342304
Sterling, S., & Mader, C. (2023). Transformative Learning and Ecological Character Education: Bridging the Gap Between Discourse and Action. Journal of Environmental Education, 54(1), 45–68. https://doi.org/10.1080/00958964.2023.2201234
Taylor, E. W., & Cranton, P. (2024). Deconstructing the Frame of Reference: Critical Reflection on Assumptions in Environmental Adult Education. Adult Education Quarterly, 74(2), 120–139. https://doi.org/10.1177/07417136231221102
Thompson, S. (2024). Caring Housing Futures: A Radical Care Framework for Understanding Rent Control Politics in Seattle. Antipode, 56(3), 779–800. https://doi.org/10.1111/anti.12874
Vogel-Heuser, B., Böhm, M., Brodeck, F., Kugler, K., Maasen, S., Pantförder, D., Zou, M., Buchholz, J., Bauer, H., Brandl, F., & Lindemann, U. (2020). Interdisciplinary engineering of cyber-physical production systems: highlighting the benefits of a combined interdisciplinary modelling approach on the basis of an industrial case. Design Science, 6, e5. https://doi.org/10.1017/dsj.2020.2
Wals, A. E. J., & Peters, S. (2023). Place-Based Transmissive Learning: Reconnecting Cyberspace Youth to the Materiality of the Earth. Journal of Cleaner Production, 395, 136410. https://doi.org/10.1016/j.jclepro.2023.136410
Yin, R. K. (2022). Case Study Research and Applications: Design and Methods (7th ed.). SAGE Publications.
Downloads
Published
Issue
Section
Citation Check
License
Copyright (c) 2026 Aep Saepuloh, Muhammad Alfan
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike License (CC-BY-SA)  that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
