Empathy in Action: Nurturing Sustainable Educational Change through Nel Noddings' Ethics of Care

• In Event: Rooted in Care: Imagining Inclusive and Sustainable Educational Futures for Refugees

Abstract

Purpose
Educational equity for refugees requires a fundamental rethinking of traditional pedagogical approaches to adopt and sustain their diverse cultural and linguistic identities. Nel Noddings’ (1984) ethics of care framework offers critical insights into the relational, empathetic, and context-specific dimensions of education. This is especially relevant to the context of refugee education globally, where systemic inequities and the challenges that refugee learners face demand pedagogical practices that prioritize care, connection, and holistic support. Through this lens, the ethics of care serves as both a theoretical and practical guide for reimagining education for refugees that is more inclusive, responsive, and aligned with their lived realities. In this paper, we (a) synthesize the contributing authors’ findings and their connection to Noddings’ ethics of care, and (b) suggest effective and sustainable practices to ensure that refugees have fair and inclusive educational opportunities.
Theoretical Framework
Rooted in the belief that ethical action arises from caring relationships and attentiveness to others’ needs, Noddings reframes traditional education, challenges the dominant frameworks, and argues for an approach grounded in compassion, dialogue, and responsiveness to individual backgrounds and experiences. Noddings’ emphasis on the ethics of care is a reminder that education is not merely about transmitting knowledge but, more importantly, about fostering the holistic development of individuals. Educators are not just conveyors of information; they are mentors, guides, and caregivers. Working with refugees requires this nurturing approach where we focus on the whole student and thus strive to provide holistic support that attends to their physical, emotional, social, and mental well-being.
Modes of Inquiry and Evidence
As the papers in this symposium demonstrate, teaching is relational in nature and requires reciprocity on the part of both teachers and students. From an ethics of care perspective, reciprocity calls for attentive listening, compassion, and mutual respect and support. Cultivating an inclusive and supportive environment that respects, values, and celebrates each student’s cultural and linguistic diversity is critical. Culturally sustaining pedagogy (Paris, 2012) provides multiple opportunities for refugee students to share their experiences and unique funds of knowledge (Moll et al., 1992), values refugee families’ strengths, and builds authentic partnerships between schools and communities. Furthermore, sustainable instruction, such as interest-based digital practices affirm student identities, promotes agency through choice, builds social relations, and fosters intercultural communities.
Significance
This paper closes with action steps gleaned from the papers that call for the concerted efforts of all those involved. Central to this vision are teachers, who serve as the backbone of the education system; however, to fulfill this role, they must be equipped with the necessary resources and skills to foster educational environments that emphasize students’ identities and provide equitable learning. This can only happen when we enact culturally sustaining pedagogies that are deeply rooted in ethics of care and that recognize the assets refugees bring and the importance of their identities and linguistic backgrounds.

Authors

• Alia Hadid, Rhode Island College

• Rabia Hos, Southern Connecticut State University

• Melissa Hauber-Özer, University of Missouri