A C Nikolaidis
Biographic Data
| ID | 4449829 |
|---|---|
| NAME | A C Nikolaidis |
| GIVEN NAMES | A C |
| FAMILY NAME | Nikolaidis |
| SIGNATURE | NIKOLAIDIS A C |
| AFFILIATIONS | University of Central Florida |
| ORCID | 0000-0003-0047-1008 |
| VERIFIED | Yes |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 10 |
| AUTHOR COUNT | 12 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2011 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
Structural educational injustice, political responsibility, and epistemic activism
How much is too much? Refining normative evaluations of prescriptive curriculum
As the disruptive effects of COVID-19 on education have prompted conversations about remedial learning and learning recovery, the expectation is increasingly that schools are more productive in less time. This raises concerns regarding potential increase in the use of prescriptive curricula. While critiques regarding the usage of such curricula abound, the lack of clarity about what it is that these curricula do and how they impact instructional …
Structural white ignorance and education for racial justice
While white ignorance is primarily produced and reproduced through social-structural processes, philosophy of education scholarship has focused on agent-centered educational solutions. This article argues that agent-centered solutions are ineffective and that education for disrupting white ignorance must be structure-centered. Specifically, the article contends that (1) social-structural processes often render being in a state of white ignorance …
Epistemic injustice in education
Since the publication of Miranda Fricker’s seminal book Epistemic Injustice, philosophy of education scholarship has been mostly limited to analyses of culprit-based epistemic injustice in education. This has left structural manifestations relatively underexplored with great detriment to those who are most vulnerable to experience such injustice. This paper aims to address this oversight and open avenues for further research by exploring approach…
Epistemic injustice
The 2007 publication of Miranda Fricker’s celebrated book Epistemic Injustice: Power and the Ethics of Knowing gave way to a burgeoning area of study in philosophy of education. The book’s arguments create a context for expanding the scope of work on epistemic issues in education by moving beyond direct explorations of the distribution of epistemic goods and the role of power in curriculum development. Since that time, the rich scholarship on epi…
Education, epistemic justice, and truthfulness
In her groundbreaking book, Epistemic Injustice, renowned moral philosopher and social epistemologist Miranda Fricker coined the term epistemic injustice to draw attention to the pervasive impact of epistemic oppression on marginalized social groups. Fricker’s account spurred a flurry of scholarship regarding the discriminatory impact of epistemic injustice and gave birth to a domain of philosophical inquiry that has extended far beyond the disci…
Race in education policy
Interventions instated to disrupt the destructive effects of the school-to-prison pipeline on students of color were repealed as a result of the US Education Department’s 2018 Federal Commission on School Safety report. Using a critical policy and critical discourse framework, this paper examines how the language used in the report facilitated the process of repeal while concealing the insidious effects that the repeal could have on students of c…
Breaking School Rules
Rule violations are expected in schools, and assessments of the severity of those violations and the appropriate disciplinary responses are a significant aspect of educators’ responsibilities. While most educators and policy makers reject rule violation as a permissible behavior in schools, is such a categorical rejection always a suitable response, and are there circumstances that might merit an alternative response? In this article, A. C. Nikol…
Toward a Theory of Interpretation in Dewey's Educational Philosophy
John Dewey's lifelong quest for a worthy education was characterized by a fervor for collapsing false dualisms. One such dualism — that between traditional and progressive education — led him to embrace a vision of the teacher as interpreter and guide of the student. Notwithstanding Dewey's emphasis on the salient role of interpretation, there are no comprehensive accounts that explain how Dewey envisioned this very interpretive task that teacher…
A Third Conception of Epistemic Injustice
Concept Proliferation as an Educational Good
This article presents a pedagogical approach for disrupting epistemic injustice. In it, A. C. Nikolaidis first demonstrates that different forms of epistemic injustice — testimonial, hermeneutical, and contributory — are the result of limited or distorted conceptual resources and then argues that concept proliferation can be a promising educational means for overcoming such limitations and distortions. Concept proliferation involves a combination…
The Unexpected Prime Minister
Journal Article The Unexpected Prime Minister: Politics, Class and Gender in Television Fiction Get access Aristotelis Nikolaidis Aristotelis Nikolaidis Department of Marketing & CommunicationAthens University of Economics and BusinessMultimedia Laboratory for Communication and Marketing12 Derigny StreetAthens 10434, Greece [email protected], [email protected] Search for other works by this author on: Oxford Academic Google Scholar Parliamentary A…
The Unexpected Prime Minister
Journal Article The Unexpected Prime Minister: Politics, Class and Gender in Television Fiction Get access Aristotelis Nikolaidis Aristotelis Nikolaidis Department of Marketing & CommunicationAthens University of Economics and BusinessMultimedia Laboratory for Communication and Marketing12 Derigny StreetAthens 10434, Greece [email protected], [email protected] Search for other works by this author on: Oxford Academic Google Scholar Parliamentary A…
Epistemic injustice in education
Since the publication of Miranda Fricker’s seminal book Epistemic Injustice, philosophy of education scholarship has been mostly limited to analyses of culprit-based epistemic injustice in education. This has left structural manifestations relatively underexplored with great detriment to those who are most vulnerable to experience such injustice. This paper aims to address this oversight and open avenues for further research by exploring approach…
Epistemic injustice
The 2007 publication of Miranda Fricker’s celebrated book Epistemic Injustice: Power and the Ethics of Knowing gave way to a burgeoning area of study in philosophy of education. The book’s arguments create a context for expanding the scope of work on epistemic issues in education by moving beyond direct explorations of the distribution of epistemic goods and the role of power in curriculum development. Since that time, the rich scholarship on epi…
Race in education policy
Interventions instated to disrupt the destructive effects of the school-to-prison pipeline on students of color were repealed as a result of the US Education Department’s 2018 Federal Commission on School Safety report. Using a critical policy and critical discourse framework, this paper examines how the language used in the report facilitated the process of repeal while concealing the insidious effects that the repeal could have on students of c…
A Third Conception of Epistemic Injustice
The Unexpected Prime Minister
Journal Article The Unexpected Prime Minister: Politics, Class and Gender in Television Fiction Get access Aristotelis Nikolaidis Aristotelis Nikolaidis Department of Marketing & CommunicationAthens University of Economics and BusinessMultimedia Laboratory for Communication and Marketing12 Derigny StreetAthens 10434, Greece [email protected], [email protected] Search for other works by this author on: Oxford Academic Google Scholar Parliamentary A…
Concept Proliferation as an Educational Good
This article presents a pedagogical approach for disrupting epistemic injustice. In it, A. C. Nikolaidis first demonstrates that different forms of epistemic injustice — testimonial, hermeneutical, and contributory — are the result of limited or distorted conceptual resources and then argues that concept proliferation can be a promising educational means for overcoming such limitations and distortions. Concept proliferation involves a combination…
Breaking School Rules
Rule violations are expected in schools, and assessments of the severity of those violations and the appropriate disciplinary responses are a significant aspect of educators’ responsibilities. While most educators and policy makers reject rule violation as a permissible behavior in schools, is such a categorical rejection always a suitable response, and are there circumstances that might merit an alternative response? In this article, A. C. Nikol…
Toward a Theory of Interpretation in Dewey's Educational Philosophy
John Dewey's lifelong quest for a worthy education was characterized by a fervor for collapsing false dualisms. One such dualism — that between traditional and progressive education — led him to embrace a vision of the teacher as interpreter and guide of the student. Notwithstanding Dewey's emphasis on the salient role of interpretation, there are no comprehensive accounts that explain how Dewey envisioned this very interpretive task that teacher…
A Third Conception of Epistemic Injustice
Structural white ignorance and education for racial justice
While white ignorance is primarily produced and reproduced through social-structural processes, philosophy of education scholarship has focused on agent-centered educational solutions. This article argues that agent-centered solutions are ineffective and that education for disrupting white ignorance must be structure-centered. Specifically, the article contends that (1) social-structural processes often render being in a state of white ignorance …
Epistemic injustice in education
Since the publication of Miranda Fricker’s seminal book Epistemic Injustice, philosophy of education scholarship has been mostly limited to analyses of culprit-based epistemic injustice in education. This has left structural manifestations relatively underexplored with great detriment to those who are most vulnerable to experience such injustice. This paper aims to address this oversight and open avenues for further research by exploring approach…
Epistemic injustice
The 2007 publication of Miranda Fricker’s celebrated book Epistemic Injustice: Power and the Ethics of Knowing gave way to a burgeoning area of study in philosophy of education. The book’s arguments create a context for expanding the scope of work on epistemic issues in education by moving beyond direct explorations of the distribution of epistemic goods and the role of power in curriculum development. Since that time, the rich scholarship on epi…
Education, epistemic justice, and truthfulness
In her groundbreaking book, Epistemic Injustice, renowned moral philosopher and social epistemologist Miranda Fricker coined the term epistemic injustice to draw attention to the pervasive impact of epistemic oppression on marginalized social groups. Fricker’s account spurred a flurry of scholarship regarding the discriminatory impact of epistemic injustice and gave birth to a domain of philosophical inquiry that has extended far beyond the disci…
Race in education policy
Interventions instated to disrupt the destructive effects of the school-to-prison pipeline on students of color were repealed as a result of the US Education Department’s 2018 Federal Commission on School Safety report. Using a critical policy and critical discourse framework, this paper examines how the language used in the report facilitated the process of repeal while concealing the insidious effects that the repeal could have on students of c…
How much is too much? Refining normative evaluations of prescriptive curriculum
As the disruptive effects of COVID-19 on education have prompted conversations about remedial learning and learning recovery, the expectation is increasingly that schools are more productive in less time. This raises concerns regarding potential increase in the use of prescriptive curricula. While critiques regarding the usage of such curricula abound, the lack of clarity about what it is that these curricula do and how they impact instructional …
Structural educational injustice, political responsibility, and epistemic activism
Sociology (12 works) · Epistemology (9 works) · Political science (8 works) · Injustice (7 works) · Law (7 works) · Psychology (7 works) · Law (6 works) · Philosophy (6 works) · Feminist Epistemology and Gender Studies (5 works) · Pedagogy (5 works)