Abstract
ABSTRACT Using the theoretical framework of pedagogy of compassion and single embedded case study methodology, this article explores how a teacher negotiates the contours of migration and social transformation to promote education for global citizenship. The research site was a former white school in South Africa. The research sample was a female Indian teacher and Grade 7 students. Data collection comprised a mix of semi-structured interviews, focus group interviews, observations, and field notes, and occurred over a period of three weeks in 2018. Data were analyzed by means of the content analysis method. Findings reveal that the teacher anticipated and fulfilled requirements not only to raise the critical consciousness of students but also to espouse an “epistemology of compassion” and implement a “pedagogy of compassion.”
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