Differentiation as Relational Equity: Ethnographic Insights from Early Primary Classrooms

Abstract

This study examines how early primary teachers conceptualize and enact equity-oriented differentiation as a relational and emotionally mediated practice. Conducted in three public primary schools in Indonesia, the research employed a domain ethnographic approach combining classroom observations, semi-structured interviews, document analysis, and child-centered elicitation tools. Findings reveal that differentiation was not simply a technical process but an evolving ethic of care, characterized by continuous responsiveness to learners’ needs, tactical adjustments, and efforts to protect children’s dignity. Teachers frequently navigated emotional dilemmas—balancing fairness with perceptions of favoritism and sustaining relational attentiveness amid structural constraints such as large class sizes and limited preparation time. Children’s perspectives highlighted that differentiated support could be both empowering and stigmatizing, underscoring the importance of participatory approaches that honor learners’ agency. The study contributes to international debates by demonstrating that effective differentiation requires alignment between pedagogical ideals and systemic supports, as well as recognition of emotional labor as legitimate professional work. Implications include designing professional development that integrates reflective inquiry, embedding flexible curriculum frameworks, and creating policy conditions that enable relational equity to flourish in everyday practice.