Lived Inclusion in Indonesian Science Classrooms: A Phenomenological-Critical Perspective

Abstract

This study explores how Indonesian science teachers experience lived inclusion through Differentiated Instruction (DI) and Teaching at the Right Level (TaRL) within the Emancipated Curriculum. Using hermeneutic phenomenology and critical pedagogy, twelve lower-secondary teachers from public and private schools participated in in-depth interviews and reflective dialogues. The analysis followed iterative cycles of reading and writing within the hermeneutic circle to develop three interrelated themes: negotiating freedom and constraint, as autonomy meets systemic demands; ethical and emotional tensions, where differentiation intersects with fairness and students’ dignity; and collective agency and professional growth, sustained through collaboration and shared reflection. Inclusion emerges not as a fixed method but as relational and moral work enacted in daily classroom life. The study offers a phenomenological and critical perspective on inclusive pedagogy in a Global South context. It also identifies practical ways to make science learning more equitable and meaningful. It contributes to global discussions on inclusive education by presenting a Southern view of lived inclusion as an ethical and relational practice.