Dialogical Education and Culturally Responsive Teaching in Mitigating Ecological Problems: An Ecological Prohibition Critical Discourse Analysis

This study investigates integrating dialogical educational concepts with culturally responsive teaching to alleviate sustainable environmental damage in Indonesia. The method used was descriptive-qualitative, and data were taken from 120 respondents through questionnaires, field observations, and interviews. The researchers used the purposive sampling technique to choose 120 respondents. The findings indicate that, firstly, a form of prohibition utterances employed to mitigate damage to forests and water is oral expressions, and the meaning found is connotative. The philosophical values embedded in the various rituals and prohibition expressions of forest and spring ecology include majesty, sacredness, harmony, morality, economy, identity, purity, honesty, togetherness, and responsibility. Third, obstacles to executing diverse rites and discourses regarding forest and spring ecology encompass adjustments in social and cultural interactions, finances, educational systems, the Eco-linguistics proficiency of Indigenous leaders, the formalization of customary law, and insufficient cross-sectoral collaboration. The excellence of dialogical education and culturally responsive teaching can be integrated into the educational process to mitigate the degradation of the ecological sustainability of forests and spring water sources. These results suggest that education stakeholders should modify the learning paradigm and the classroom interaction patterns.