Omsorgsetik i forskning och praktik

Att göra gott och inte ge gift

Abstract

Care ethics in research and practice: To do good and not give poison. This article draws on the insights made though my research engagement in mathematics education, assessment and inclusive education. I propose that a pedagogical Hippocratic oath is needed for education and national assessment to do good and not harm students. I discuss ethical dilemmas in relation to national assessment in mathematics, particularly from the perspective of inclusive education and students who experience challenges in their learning. The article examines prevailing national and global social epistemologies on national assessment, and how these fabricate both students and teachers. Care ethics is explored as a perspective that can contribute to a repositioning of national assessment, highlighting how assessment may function as care for learning in a didactical sense. In the final section, I outline a vision for future research and education, advocating an approach to national assessment as a shared ethical responsibility involving research, education, and policy.