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Research areas of expertise: Normative Power Europe (NPE) theory; European External Action Service (EEAS); EU global actorness; EU Common Security and Defence Policy (CSDP); EU - Africa relations; military operations in Somalia - EUNAVFOR and EUTM.

Pedagogical Research themes: critical pedagogies; transdisciplinarity; pedagogy of care; active learning/teaching practices; 'punk' pedagogies.

NPE, EEAS and military operations in Somalia

Nikos’ research explores the tensions between the underpinnings of Normative Power Europe (NPE) and the use of the military as a way of norm diffusion, with a focus on the EU’s military operations in Somalia - EUTM and EUNAVFOR. It is specifically concerned with the impact of the European External Action Service (EEAS), as part of the EU’s Common Security and Defence Policy (CSDP), on the evolution of the EU as a ‘normative power’. His research emphasises symbolic manifestation as key in addressing the tension between “military” and “normative” power – two theoretically incompatible aspects. His work is concerned with demonstrating the catalytic role of the establishment of the EEAS in the evolution of the EU’s normative identity as a crucial component of its global actorness. Nikos identifies the formation and diffusion of normative power on the dynamics created between ‘self’ and ‘others’, highlighting the centrality of three critical frames: the comprehensive approach; effective multilateralism; partnership-ownership binary.

Punk Pedagogy and the “symbiotic academic environment”

His research sits on the cross-section of two main pedagogical routes: critical pedagogy and pedagogy of care. More specifically building upon the nascent ‘punk pedagogies’, Nikos examines the potential that its application can have on building what he proposes as the ‘symbiotic academic environment’. Nikos focuses on socially-oriented teaching whilst building ownership and authorship of students as critical, active contributors (rather than passive recipients) of the knowledge-creation process within the discipline. He has introduced and coordinates initiatives within the Department of Politics - the Politics Social Media Ambassadors (SMAs) and the Rapporteurs - that are premised upon this pedagogical approach, encouraging ‘essential learning’ and employing social media platforms. As part of his innovation, Nikos also employs a transdisciplinary exploration of the topics that he teaches, focusing on knowledge-creation by extending even beyond the confines of social sciences. This practice challenges students to engage critically but also build resilience.

Crisis

After creating and introducing the module on Politics of Crisis, Nikos has begun unpacking the pedagogical benefits of teaching the notion of crisis as a form of embedding and practicing/applying critical thinking within but also beyond the discipline. As the term ‘crisis’ in itself has become a staple of misinformation in current events, it allows for an exploration of multiple interpretations in the understanding of how political phenomena are represented. This has led to the co-examination of the practical utility punk-pedagogies have on teaching politics but also as a very useful tool in inspiring student-led teaching and the creation-ownership of knowledge.