In this conceptual paper, we argue that the Ethics of Care (EoC) is a compelling theoretical framework that could serve as a powerful underpinning for fostering Relational Inclusivity (RI), shaping educational environments that prioritize empathy, mutual support, and a genuine concern for the well-being of all individual students involved.

The EoC has been defined as a philosophical framework that shifts contemporary moral and ethical narratives around the concept of care (Gilligan, 1982). EoC asserts that humans depend on each other for positive liberty, highlighting our inherent interdependence. Dependency, viewed negatively in modern societies, is resized as an inherent aspect of being alive. Rather than viewing humans as independent individuals, EoC sees them as relational entities shaped by each one's networks of care, whether they involve living beings or structural conditions (Camps, 2021).

From this standpoint, care becomes central and is defined as a proactive activity encompassing everything we do to sustain, continue, and repair our "world" – our bodies, identities, and environment – to sustain life optimally (Tronto, 1993). Care becomes a transformative element in relationships, shaping how we perceive the world and understand our commitment and responsibility to others.

In EoC relationships take center stage, and caring emerges as the preferred way to relate to each other. A robust caring network, encompassing relationships and structural conditions, becomes crucial for navigating dependencies and ensuring well-being. Consequently, care becomes a fundamental principle that should guide education, emphasizing the importance of fostering supportive and empathetic caring networks (Vázquez-Verdera, 2009).

In the context of education, the EoC challenges the traditional rational decision-making approach based on rules and laws, and proposes a subjective and particular decision-making perspective that encompasses the specific affective relationship and the unique situation of the person. In the former, rights and responsibilities are defined by others; in the latter, it is a matter of taking responsibility for oneself in the relationship with others. It involves changing the view of "something has to be done" to "I have to do something" (Busquets-Surribas, 2019; Vázquez-Verdera, 2009).

Relational inclusivity (RI), within the context of the EoC, refers to the idea that education should extend beyond individual student-centered purposes  to encompass the quality of relationships and the interconnectedness of students within a community or society (Mamas et al., 2024; Mamas & Trautman, 2023). Therefore, RI, as informed by the EoC, transcends the mere acknowledgment of diversity. It goes beyond surface-level inclusivity efforts and delves into the cultivation of meaningful connections and relationships of care within the educational community. This involves acknowledging, recognizing and valuing the diverse backgrounds, experiences, and perspectives of students, educators and stakeholders,  nurturing positive and supportive connections while actively working to create an environment where everyone feels seen, heard, and understood.

RI involves both "caring for," which is a direct and personal response based on the caregiver's relationship, and "caring about," a more indirect response related to broader and abstract concepts or distant situations. The EoC education framework emphasizes both but prioritizes "caring for" over "caring about", recognizing the centrality of subjective experiences and moving away from purely theoretical perspectives (Noddings, 2001). RI extends beyond the traditional EoC focus on the teacher-student relationship, particularly influenced by Nel Noddings. Instead, RI innovatively promotes primarily fostering "caring for" dynamics among peers.

The theoretical underpinning for RI in the EoC is grounded in several key principles (Vázquez-Verdera, 2009): Interdependence: Emphasizes the importance of mutual care and support within relationships from a positive liberty and social network perspective. Empathy and Responsiveness: Education must enhance people's sensibility to the necessities of others by listening and giving agency to diverse voices, acknowledging different experiences, and responding empathetically to the needs of all students. Contextual Understanding: RI and EoC shift decision-making to a subjective and particular approach, acknowledging the significance of context in education and considering cultural, social, and personal contexts when designing and applying pedagogical strategies Attentiveness to Power Dynamics and Recognition of Marginalized Voices: RI and EoC involve actively working to address and rectify imbalances, promoting the recognition and inclusion of marginalized voices and perspectives to foster an equitable education.

In summary, this paper argues that EoC provides a theoretical underpinning for RI. This approach challenges traditional ethical theories by placing care and relationships at the forefront of a transformative education. Educators are encouraged to develop a heightened awareness of the emotional and relational aspects of learning and their teaching practices (Noddings, 2001). This may involve creating space for open communication, actively listening to students' concerns, and demonstrating a genuine commitment to their caring networks. Additionally, educators are prompted to recognize and challenge systemic inequities that may exist within educational institutions, advocating for policies and practices that promote equity and justice. By fostering a sense of shared responsibility and interdependence, the EoC contributes to the creation of an inclusive educational community where each member cares actively for others.

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