Edinburgh Napier University

  This study examines how university educators in the Philippines enact power through caring and compassionate pedagogical practices. Drawing from naturalistic classroom interactions it explores how teachers use specific linguistic devices—politeness strategies, storytelling, in-group markers, and code-switching – to reduce social distance and foster inclusive, respectful learning environments. Framed within politeness theory and interactional sociolinguistics, the analysis reconceptualises power as relational and co-constructed—what may be called “power with” rather than “power over.” Findings underscore the transformative potential of compassion in teaching, highlighting how relational care can enhance student engagement and promote more equitable, humanising approaches to higher education.