Abstract

KENNEMER, Crystal  and  KNAUS, Christopher B.. Towards Compassionate Care: A Critical Race Analysis of Teaching in Township Schools. Educ. as change [online]. 2019, vol.23, n.1, pp.1-21. ISSN 1947-9417.  http://dx.doi.org/10.25159/1947-9417/5995.

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 resource-poor 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.

Keywords : teachers; township schools; racial inequalities; culturally responsive teaching.

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