<![CDATA[This study examines how Indonesian language teachers draw on Bugis-Makassar cultural values in drama instruction and how their strategies vary across five senior high schools in Makassar. An instrumental multiple-case study was conducted with five purposively selected teacher–school cases. Data collection comprised ten in-depth interviews, fifteen non-participant observations, and ten drama scripts. The analysis compared teachers’ accounts, observation records, and the textual contexts of instruction within and across cases. Three overlapping pathways were identified: textual-interpretive, relational-communal, and performative-multimodal mediation. Case A emphasized instructions to adapt dramatic conflicts using local values, while case B involved interpreting characters’ motivations. Case C linked communal deliberation to rehearsal interactions. Case D used local stories as introductory prompts, according to the teacher’s account, and case E combined cultural performance elements with teachers’ artistic guidance. The evidence thus supports a tentative proposition that cultural mediation can operate through pedagogical decisions beyond the selection of local scripts. The pathways describe contextual teaching strategies; they do not establish changes in students’ understanding, character, or cultural pride. Interpretation is bounded by uneven detail across the reported sources and the purposive selection of teachers experienced in culturally oriented instruction.]]>
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