Towards Compassionate Care: A Critical Analysis of Teaching in Township Schools
This article presents findings from a critical race theory-informed qualitative study of three teachers in a township secondary school outside of Cape Town, South Africa. Based on a series of interviews conducted throughout the school day, this study demonstrates how teachers intentionally empower learners to navigate school infrastructures that reinforce racial disparities.Findings centre a commitment to empowering instructional strategies, including code-switching and an ethic of compassionate care for learners of colour navigating resourcepoor schools. The article concludes by arguing for immediate attention to remedying historic racialised disparities, fostering code-switching as intentional instructional approaches, and considering an ethic of care that helps learners navigate the daily conditions of township life.
Education As Change
Open Access Status
Kennemer, C., & Knaus, C. (2019). Towards Compassionate Care: A Critical Analysis of Teaching in Township Schools. Education As Change, 23. https://doi.org/10.25159/1947-9417/5995