<![CDATA[This article rethinks the discourse of anak durhaka in Indonesian folktales. This type of folktale is commonly regarded as a suitable source for children’s moral education. However, its narrative structure emphasizes fear-based moral transmission which does not align with SDG 4 Target 4.7 on sustainable education and 4.a on safe, non-violent, and inclusive learning environments. Using qualitative textual analysis and Derridean deconstructive reading, this study examines the discourse’s narrative structure, binary oppositions, contradictions, and shifting meanings to find an alternative reading of the folktale. The result of the deconstructive reading reveals the instability within the narrative structure and opens an alternative educational interpretation. The new reading is centered on dialogue, empathy, children’s agency, forgiveness, and mutual recognition. Building on this reading, the study proposes Critical Folklore Literacy as a pedagogical approach that combines canonical folktales with structured critical discussion. For education policy and curriculum development, the study recommends integrating critical reading into character-education guidelines for a more inclusive, dialogical, and critical moral education.]]>
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