derek r ford

Academic Journal Articles

  • Ford, D. (2024). What’s so marxist about marxist educational theory? Policy Futures in Education, 22(8), 1570-1587.
  • Ford, D., & Svensson, M. (2024). Still-existing utopian pedagogy: Architecture, curriculum, and the revolutionary imaginary. Review of Education, Pedagogy, and Cultural Studies, 46(4), 561-577.
  • Ford, D., & Chaparro, D.* (2024). (Un)learning aesthetics: Pedagogy and the perceptual ecology of class struggle. Critical Education, 15(1), 1-14.
  • Ford, D. (2023). From “authentic” to actual marxist educational theory: Advancing revolutionary pedagogies. International Critical Thought, 13(4), 506-524.
  • Ford, D. (2023). Sonic directions to the urban student: Lyotard, the megalopolis, and not listening as pedagogy. Contemporary Music Review, 42(4), 426-440.
  • Ford, D. (2023). Art, education and the actuality of revolution: Althusser’s aesthetic materialism. International Journal of Education Through Art, 19(2), 261-273.
  • Ford, D. (2023). Arrhythmanalysis and the revolutionary rupture of détournement: Lefebvre and the pedagogical rhythms of post-Fordism. Postdigital Science and Education, 5(4), 440-454.
  • Ford, D., & Brown, N. (2022). The happy marriage of Afro-pessimism and U.S. universities: Eurocentrism, anti-communism, and an educational recipe for defeat. Philosophy of Education, 78(4), 137-151.
  • Ford, D., & Chambers, C. (2022). Marx’s pedagogies, the party, and China: the open dialectic of research and presentation in theory and historical praxis. Rethinking Marxism, 34(4), 496-518.
  • Jandrić, P., & Ford, D. (2022). Postdigital ecopedagogies: Genealogies, contradictions, and possible futures. Postdigital science and education, 4(3), 692-710.
  • Ford, D. (2022). Marx’s inquiry and presentation: The pedagogical constellations of the Grundrisse and Capital. Educational Philosophy and Theory, 54(11), 1887-1897.
  • Ford, D. (2022). The sonic aesthetics of writing: Timbre, pedagogy, and thought. Pedagogy, Culture and Society, 30(4), 567-580.
  • Ford, D., & Sasaki, M.* (2022). The multitude beyond measure: Building a common stupor. Educational Philosophy and Theory, 54(7), 938-935.
  • Ford, D., & Esposito, M.* (2021). Aesthetic encounters beyond the present: Historical materialism and sonic pedagogies for resisting abstraction. Journal for Critical Education Policy Studies, 19(3), 32-55.
  • Ford, D. (2021). Pedagogically reclaiming Marx’s politics in the postdigital age: Social formations and Althusserian pedagogical gestures. Postdigital Science and Education, 3(3), 851-869.
  • Ford, D. (2020). The aesthetics of exodus: Virno and Lyotard on art, timbre, and the general intellect. Cultural Politics, 16(2), 253-269.
  • Ford, D. (2020). Errant learning in foams: Glissant, Sloterdijk, and the foam of pedagogy. Studies in Philosophy and Education, 39(3), 245-256.
  • Ford, D. (2019). Explosions of stupidity: Notes for an urbanist pedagogy. Educational Theory, 69(2), 153-167.
  • Rikowski, G., & Ford, D. (2019). Marxist education across the generations: A dialogue on education, time, and transhumanism. Postdigital Science and Education, 1(2), 507-524.
  • Ford, D. (2019). The struggle of “American anger:” In defense of extremism. aspeers, 12, 139-144.
  • Ford, D. (2019). Pedagogy of the ‘not’: Negation, exodus, and postdigital temporal regimes. Postdigital Science and Education, 1(1), 104-118.
  • Ford, D. (2019). From critical to partisan: Media Literacy Beyond Russiagate. International Journal of Critical Media Literacy, 1(1), 66-74.
  • Ford, D., & Jandrić, P. (2019). The public intellectual is dead—long live the public intellectual! The postdigital rebirth of public pedagogy. Critical Questions in Education, 10(2), 92-106.
  • Ford, D. (2018). Queer communist study: The sinthomostudier against the capital-learning-debt regime. Journal of Curriculum and Pedagogy, 15(1), 8-23.
  • Ford, D., & Lewis, T. (2018). On the freedom to be opaque monsters: Communist pedagogy, aesthetics, and the sublime. Cultural Politics, 14(1), 95-108.
  • Ford, D., & Zhao, W. (2018). Toward an educational sphereology: Air, wind, and materialist pedagogy. Educational Philosophy and Theory, 50(5), 528-537.
  • Zhao, W., & Ford, D. (2018). Re-imagining affect with study: Implications from a Daoist wind-story and yin-yang movement. Studies in Philosophy and Education, 37(2), 109-121.
  • Ford, D., & Lewis, T. (2017). Lyotard and the sublime unconscious of education: Communicative capitalism and aesthetics. Philosophy of Education, 73(1), 488-501.
  • Ford, D. (2017). Making marxist pedagogy magical: From critique to imagination, or how bookkeepers set us free. Critical Education, 8(9), 1-13.
  • Ford, D. (2017). Studying like a communist: Affect, the party, and the educational limits to capitalism. Educational Philosophy and Theory, 49(5), 452-461.
  • Ford, D. (2016). Revolutionary parallel pedagogy: A critical teacher education for the multitude. Issues in Teacher Education, 25(2), 55-67. (reprinted in (2017). Notes & Abstracts in American and International Education, 123, 1-12).
  • Ford, D. (2016). A pedagogy for space: Teaching, learning, and studying in the Baltimore Rebellion. Policy Futures in Education, 14(2), 176-193.
  • Ford, D. (2016). Joining the party: Critical education and the question of organization. Critical Education, 7(15), 1-18.
  • Ford, D. (2015). A figural education with Lyotard. Studies in Philosophy and Education, 34(1), 89-100.
  • Ford, D. (2015). The pneumatic common: Learning in, with, and from the air. Educational Philosophy and Theory, 47(13-14): 1405-1418.
  • Malott, C., & Ford, D. (2015). The “cynical recklessness” of capital: Machinery, becoming, and revolutionary marxist social studies education. The SoJo Journal: Educational Foundations and Social Justice Education, 1(1), 63-80.
  • Malott, C., & Ford, D. (2015). Contributions to a Marxist critical pedagogy of becoming: Centering the Critique of the Gotha programme: Part two. Journal for Critical Education Policy Studies, 13(2), 83-112.
  • Malott, C., & Ford, D. (2014). Contributions to a Marxist critical pedagogy of becoming: Centering the Critique of the Gotha programme: Part one. Journal for Critical Education Policy Studies, 12(3), 104-129.
  • Ford, D. (2014). Spatializing Marxist educational theory: School, the built-environment, fixed capital, and (relational) space. Policy Futures in Education, 12(6), 784-793.
  • Ford, D. (2014). A critical pedagogy of ineffability: Identity, education, and the secret life of whatever. Educational Philosophy and Theory, 46(4), 380-392.
  • Ford, D. (2013). Butler goes to work: A political economy of the subject. borderlands e-journal, 12(1), 1-19.
  • Ford, D. (2013). Toward a theory of the educational encounter: Gert Biesta’s educational theory and the right to the city. Critical Studies in Education, 54(3), 299-310.