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Ford, Derek R., PhD




Personal Website
Education Studies, Harrison Hall, Room 229

Education Studies 

Assistant Professor of Education Studies

Derek is an educational theorist who teaches classes in philosophy and history of education. He received his PhD in cultural foundations of education from Syracuse University (2015). His research examines the educational logics at work in political, economic, and social systems, what educational theory can offer contemporary political movements, and how it can help us re-imagine and re-enact our ways of being-together.

He has written and edited six books and published in a variety of journals. He is Associate Editor of Issues in Teacher Education and chair of the education department at The Hampton Institute (a working-class think tank). His two recent monographs are Communist study: Education for the commons (Lexington, 2016), and Education and the production of space: Political pedagogy, geography, and urban revolution (Routledge, 2017). His cv is here.


EDU 170: Foundations of Education
EDU 197: We Can't Breathe: Identity, Capitalism, and Air Conditions
EDU 290: Radical Philosophy and Education
EDU 325: History of American Education
EDU 412: Critical Disability Studies in Education
UNIV 184: The Baltimore Rebellion: Anatomy of an Uprising

Selected publications


-Ford, D. (2017). Education and the production of space: Political pedagogy, geography, and urban revolution. New York: Routledge.
Ford, D. (2016). Communist study: Education for the commons. Lanham: Lexington Books.
-Malott, C., & Ford, D. (2015).  Marx, capital, and education: Towards a critical pedagogy of becoming. New York: Peter Lang.

Journal articles:


-Zhao, W., & Ford, D. (in press). Re-imagining affect with study: Implications from a Daoist wind story and yin-yang movement. Studies in Philosophy and Education.
-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). 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. (2016). Revolutionary parallel pedagogy: A critical teacher education for the multitude. Issues in Teacher Education, 25(2), 55-67.
-Ford, D. (2015). The pneumatic common: Learning in, with and from the air. Educational Philosophy and Theory, 47(13-14), 1405-1418.
-Ford, D. (2015). A figural education with Lyotard. Studies in Philosophy and Education, 34(1), 89-100.
-Malott, C., & Ford, D. (2015). The "cynical recklessness" of capital: Machinery, becoming, and revolutionary marxist social studies education. The SoJo Journal, 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), 63-80.
-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.

Book chapters:

-Ford, D., & Lewis, T. (in press). Lyotard and the sublime unconscious of education: Communicative capitalism and aesthetics. In A. Chinnery (Ed.), Philosophy of Education 2017. Urbana: Philosophy of Education Society.
-John, K., & Ford, D. (in press). The rural is nowhere: Bringing Indigeneity and urbanism into educational research. In W. Reynolds (Ed.), Forgotten places: Critical rural education studies. New York: Peter Lang.
-McLaren, P., & Ford, D. (in press). Revolutionary critical pedagogy and the struggle against capital today. In L. Rasinski, D. Hill, & K. Skordoulis (Eds.), Marxism and education: International perspectives on theory and action. New York: Routledge.
-Ford, D. (2017). We have already been post-capitalist: Notes for a magical marxist pedagogy. In K.R. Magill & A. Rodriguez (Eds.), Imagining education: Beyond the logic of global neoliberal capitalism. Charlotte: Information Age Publishing. (reprint)
-Ford, D. (2015). The air conditions of philosophy of education: Toward a microsphereology of the classroom. In E. Duarte (Ed.), Philosophy of Education 2015. Urbana: Philosophy of Education Society.
-Ford, D. (2015). From standardized testing to the war on Libya: The privatization of U.S. education in international context. In B. Porfilio & M. Abendroth (Eds.), Understanding neoliberal rule in K-12 schools: Educational fronts for local and global justice. Charlotte: Information Age Publishing.
-Malott, C., & Ford, D. (2015). Teaching Ferguson, teaching capital: Slavery and the "terrorist energy" of capital. In C. Jenkins (Ed.), The 2016 Hampton reader. New York: Hampton Institute Press.
-Porfilio, B., & Ford, D. (2015). The corporate-military-governmental milieu. In M. Fang, B. Schultz, & W. Schubert (Eds.), The Sage guide to curriulum in education. London: Sage.

Edited books:

-Means, A., Ford, D., & Slater, G. (2017). Educational commons in theory and practice: Global pedagogy and politics. New York: Palgrave.
-Wubbena, Z., Ford, D., & Porfilio, B. (2016). News media and the neoliberal privatization of education: Reproduction and resistance. Charlotte: Information Age Publishing.
-Porfilio, B., & Ford, D. (2015). Leaders in critical pedagogy: Narratives for understanding and solidarity. Boston: Sense.

Edited journal issues:

-Ford, D. (in progress). Lefebvre's teachings. Policy Futures in Education.
-Ford, D., Convertino, C., & Jaffee, L. (2016). Education and the right to the city. Special issue of The SoJo Journal, 1(2).
-Ford, D., Porfilio, B., & Goldstein, R. (2015). The media and the neoliberal privatization of education. Special issue of Critical Education, 6(6-17).


Ph.D., Cultural Foundations of Education, Syracuse University, 2015
M.S., Cultural Foundations of Education, Syracuse University, 2012
B.A., Peace Studies, Goucher College, 2008