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.”

摘要

本文使用同情心教学法的理论框架和单一嵌入式案例研究方法，探讨教师如何协商移民和社会转型的轮廓，以促进全球公民教育。研究地点是南非的一所前白人学校。研究样本是一位印度女性老师和7年级学生。数据收集包括半结构式访谈，焦点小组访谈，观察和实地记录，并于2018年进行了为期三周的时间。使用内容分析方法对数据进行了分析。调查结果表明，教师预见并满足了要求，不仅可以提高学生的批判意识，而且可以拥护“同情认识论”和实施“同情教育论”。