Harvard Educational Review
  1. Summer 2021 Issue »

    Breaking School Rules

    The Permissibility of Student Noncompliance in an Unjust Educational System

    A. C. Nikolaidis and Winston C. Thompson
    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. Nikolaidis and Winston C. Thompson argue that under unjust circumstances, noncompliance with school rules may be permissible and even desirable. Building on a contractual framework placing systemic injustice at the center of inquiry, they show that under unjust conditions schools forfeit their ability to hold students accountable for role-dependent violations.

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    A. C. Nikolaidis (https://orcid.org/0000-0003-0047-1008) is a PhD candidate in the Department of Educational Studies and a Distinguished University Fellow at The Ohio State University. His dissertation develops a normative  framework of education justice to guide research, policy making, and practice. His areas of interest are philosophy of education, feminist epistemology, moral and political philosophy, and education policy. Nikolaidis’ work has appeared in the Journal of Curriculum Studies, Educational Theory, Philosophy of Education, and Studies in Philosophy and Education. As a former Fulbright grantee, he studied Philosophy and Education at Teachers College, Columbia University.

    Winston C. Thompson (https://orcid.org/0000-0001-6474-0778) is an associate professor in the Departments of Educational Studies and Philosophy (by courtesy) at The Ohio State University. His work on justice and the role of education in a pluralistic, democratic society has appeared in Educational Theory, Philosophy of Education, Teachers College Record, Journal of Philosophy of Education, Educational Philosophy and Theory, and Studies in Philosophy and Education. A former Fellow-in-Residence at the Edmond J. Safra Center for Ethics at Harvard University, Thompson is currently working on issues at the intersection of education ethics and public life.
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    Summer 2021 Issue

    Abstracts

    “When I Show Up”
    Black Provosts at Predominantly White Institutions
    Russell S. Thacker and Sydney Freeman Jr.

    Book Notes

    Common-Sense Evidence
    Nora Gordon and Carrie Conaway

    Designing Constructionist Futures
    edited by Nathan Holbert, Matthew Berland, and Yasmin B. Kafai

    The Education Trap
    Cristina Viviana Groeger

    Unmuted
    Myisha Cherry