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.

中文翻译：

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走向同情关怀：乡镇学校教学的批判性种族分析

本文介绍了在南非开普敦郊外一所乡镇中学中，对三名教师进行的基于严格种族理论的定性研究。在整个上学期间进行的一系列访谈的基础上，本研究证明了教师如何有意使学习者有能力驾驭加剧种族差异的学校基础设施。结果中心致力于赋予教学策略以力量，包括代码转换和对在资源匮乏的学校学习色彩的学生的同情关怀。本文的结尾是主张立即关注纠正种族化的历史差异，促进代码转换作为有目的的教学方法，并考虑一种有助于学习者了解乡镇生活日常状况的关怀伦理。