Differentiated instruction on a structural, group and individual level: Enacting Biesta’s domains of educational purpose

This article examines Finnish teachers’ descriptions of differentiated instruction (DI) in practice. Aiming to foster inclusive education, DI comprises a pedagogical approach designed to meet the needs of all students in each classroom. There is nonetheless a lack of research concerning teachers’ experiences of and reasonings about DI. We conducted a thematic analysis of semi-structured interview produced in primary schools in Finland. Biesta’s theory on the three educational domains (qualification, socialisation, subjectification) was further applied to analyse teachers’ reasonings about DI in school, resulting in three themes: (1) structural-level DI: following the logic of qualification, (2) group-level DI: balancing between qualification and socialisation and (3) individual-level DI: enabling subjectification through qualification. Findings show how the domain of qualification permeates all three levels, having implications for social justice in schools. Hence, the research calls for greater awareness and critical discussion about DI in practice.