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This paper sets out to advance the concept of an â€˜epistemology of compassionâ€™ first proposed by Vandeyar (2013; 2016).Â  Utilising a single embedded case study and the theoretical mooring of post-conflict pedagogy this paper attempts to find links between Jansenâ€™s perceptions of a post-conflict pedagogy and Freirean pedagogy and to argue a case for a â€˜pedagogy of compassionâ€™ as a possible approach to addressing and transforming education in post-apartheid South Africa. Data capture comprised a mix of semi-structured interviews, observations and field notes. Data was analysed by means of the content analysis method. Findings were threefold. First, the implementation of a â€˜pedagogy of compassionâ€™ enabled the teacher to dismantle polarised thinking and to shatter the polite silence of post-apartheid South African society. Second, teachers not only need to be able to raise the critical consciousness of learners but they need to adopt an â€˜epistemology of compassionâ€™ in order to enable learners to become active critical citizens, imbued with a sense of common humanity and compassion. And third, becoming an agent of transformative change may challenge the very premise of teachersâ€™ identities and practices, but by empowering the learner to exert influence on her world, the teacher is in turn also changed and empowered. Â

Educational change: a case for a 'pedagogy of compassion'