|Editor||P. Cunningham, Human Rights and Citizenship Education|
This paper describes an action research study on differentiated instruction as a means of equity as praxis in mixed ability classrooms. The emphasis is placed on students’ voices which are crucial for understanding the difference between equal opportunities and equity in praxis. Fifteen students of the first grade of a Cypriot Gymnasium and four teachers participated in the three-month participatory intervention, in which a three-phase differentiated instruction in Maths was implemented, along with discussion in focus groups with the participants. The results indicate that differentiation is not only an organizational and instructional strategy, but importantly a social process. Teachers cannot differentiate students’ performance if they do not employ simultaneously to differentiated instruction processes for image construction and emancipation, which could balance the social inequalities of students.