Abstract
This qualitative case study explores the pedagogical praxis of Life Sciences teachers in fostering inclusivity through differentiated instruction (DI) within South African secondary classrooms. Situated in a diverse public school context, the study draws on semi-structured interviews and classroom observations with four teachers, analyzed using the Reformed Teaching Observation Protocol (RTOP) to examine teachers’ conceptualizations, practices, and challenges related to DI. Findings indicate that despite teachers’ strong conceptual understanding of DI, structural constraints, particularly limited resources, administrative workload, and lack of institutional support, persist. By applying Nancy Fraser’s social justice framework, particularly redistribution, recognition, and representation, the study interprets DI as a vehicle for advancing parity of participation in science education. Despite teachers' efforts to recognize learner variety and extend curriculum access, systemic disparities persist. The study underscores the need for targeted reforms to promote social justice and equity in South African education.