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

Alia Hadid; Rabia Hos; Melissa Hauber-Özer

doi:10.29333/ejecs/2438

Authors

Alia Hadid Rhode Island University https://orcid.org/0000-0002-3366-6947
Rabia Hos https://orcid.org/0000-0002-3197-9771
Melissa Hauber-Özer https://orcid.org/0000-0001-6621-1204

DOI:

https://doi.org/10.29333/ejecs/2438

Keywords:

Community, empathy, empowerment, equity, inclusive

Abstract

This introduction synthesizes the research presented by the contributors to this special issue to explore sustainable educational practices for refugees. A common thread across the articles is that they share components of Nel Noddings’ ethics of care framework, which emphasizes establishing welcoming, nurturing, and supportive environments that enable refugees to build meaningful relationships while honoring their cultural identities. We recommend action steps gleaned from the 11 papers in this issue 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 culturally responsive educational environments that emphasize students’ identities and provide equitable learning. This introduction underscores the importance of holistic and relational approaches as foundational to achieving sustainable educational equity for refugee learners.

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Author Biographies

Alia Hadid, Rhode Island University

Dr. Alia Hadid is an Assistant Professor and the Co-Director of the TESOL/Bilingual Education Program at the Department of Educational Studies at Rhode Island College. Her research centers on the experiences of language learners, particularly those from refugee backgrounds. She also integrates teacher education research into her work to bridge the gap between teachers and learners, amplifying the voices of underrepresented populations. She aims to cultivate inclusive learning environments and ensure equitable educational opportunities by fostering supportive learning spaces and incorporating ethics of care to promote fairness in education.

Rabia Hos

Dr. Rabia Hos is the Dean of the School of Graduate and Professional Studies at Southern Connecticut State University. With extensive experience as a K-12 educator and then teacher educator supporting MLLs, she has worked nationally and internationally to promote equitable education policies and practices. Her research focuses on experiences of immigrant and refugee background students, global education, and teacher education. Dr. Hos actively engages in advocacy efforts, serving as Vice President of the Multistate Association for Bilingual Education and Co-Editor-in-Chief of the European Journal of Educational Research.

Melissa Hauber-Özer

Dr. Melissa Hauber-Özer is an Assistant Professor and Co-Director of Qualitative Inquiry in the Department of Learning, Teaching and Curriculum in the College of Education and Human Development of the University of Missouri-Columbia, where she instructs qualitative research methods courses for graduate students. She previously taught adult literacy and English as a second language for over 15 years in both non-formal and university settings. She employs critical and community-based participatory, ethnographic, and narrative methodologies to examine issues of equity and access for linguistically and culturally diverse learners in migration contexts.

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Special Issue Papers

Al, S., & Akay, M. (2025). Accessing educational resources and support: Newcomer refugee mothers’ challenges and resilience during the COVID-19 pandemic. Journal of Ethnic and Cultural Studies, 12(2), 116-136. http://dx.doi.org/10.29333/ejecs/2242

Brunner, L. R., Shokirova, T., Gamal, M., & Stein, S. (2025). Higher education’s care/control of refugee and displaced students: Tools for more ethical supports. Journal of Ethnic and Cultural Studies, 12(2), 11-33. http://dx.doi.org/10.29333/ejecs/2212

Fansa, M., & Sayıcı, M. (2025). Education and integration in countries with Syrian children: Lebanon, Jordan, Iraq, Germany and Turkey. Journal of Ethnic and Cultural Studies, 12(2), 72-91. http://dx.doi.org/10.29333/ejecs/2123

Fruja Amthor, R., & Roxas, K. (2025). “I saw the look on her face:” Engaging the “between” spaces of work with refugee-background students and families. Journal of Ethnic and Cultural Studies, 12(2), 137-158. http://dx.doi.org/10.29333/ejecs/2243

Metro, R., & Maysi., M., & Decker, J. (2025). Beyond resilience: Barriers and pathways in higher education for double first-gen Myanmar refugee-backgrounds youth. Journal of Ethnic and Cultural Studies, 12(2), 159-177. http://dx.doi.org/10.29333/ejecs/2196

Molin-Karakoç, L. (2025). Exploring the digital literacies of refugees from a funds-of-knowledge perspective. Journal of Ethnic and Cultural Studies, 12(2), 200-230. http://dx.doi.org/10.29333/ejecs/2236

Okilwa, N., Kelley, M. M., & Haupert, K. (2025). Examining teachers’ efforts to educate refugee students at one elementary school in Texas. Journal of Ethnic and Cultural Studies, 12(2), 52-71. http://dx.doi.org/10.29333/ejecs/2249

Özel, D., & Sümer, Z. (2025). Peace education program adaptation: A sustainable way for harmony. Journal of Ethnic and Cultural Studies, 12(2), 231-251. http://dx.doi.org/10.29333/ejecs/2142

Scolaro, S., & Tomasi, M. (2025). Second language teaching with refugees: educational experiences and welcoming environments. Journal of Ethnic and Cultural Studies, 12(2), 92-115. ttp://dx.doi.org/10.29333/ejecs/2215

Umeh, E. (2025). Math-trivium framework for newcomer students: Orientation for high school teachers on equitable, inclusive instruction. Journal of Ethnic and Cultural Studies, 12(2), 178-199. http://dx.doi.org/10.29333/ejecs/2209

Vorobel, O., & Finn, H. (2025). Engagement and educational equity: Ukrainian

refugees’ experiences in the community college second language writing classroom. Journal of Ethnic and Cultural Studies, 12(2), 34-51. http://dx.doi.org/10.29333/ejecs/2206