Ford, Derek R., PhD
Assistant Professor of Education Studies
My research and teaching are situated at the nexus of educational theory and contemporary politics, and are generally concerned with ways that pedagogy can help us re-imagine and re-enact our ways of being-together. Within this trajectory, I publish on and teach about a range of topics (from urbanism and historical materialism to air and time) and thinkers (although I can’t seem to quit Lyotard).
I’m an associate editor of Postdigital Science and Education and an assistant editor of the Journal for Critical Education Policy Studies, which I work on with an education studies intern. From 2015-2018 I was associate editor of Issues in Teacher Education. I co-edit three book series, including Radical Politics and Education (Bloomsbury).
I’ve written a few books and published in a variety of journals. My last two books are Inhuman educations (2021) and Politics and pedagogy in the “post-truth” era (2019). My latest edited book, Keywords in radical philosophy and education, came out in 2019--with the help of three education studies students. You can see my cv here.
Right now I'm thinking and writing about knowledge, stupidity, and sound. I'm writing a lot with DePauw students, working on a 2nd edition of Communist study, and co-editing a book with Petar Jandric, Postdigital ecopedagogies. My next book, Marxism, pedagogy, and the general intellect: Beyond the knowledge economy is due out later this year.
EDUC 170: Foundations of education
EDUC 197: We can't breathe: Identity, capitalism, and air conditions
EDUC 197: Urban revolutions: Space, capitalism, and social change
EDUC 223: Deconstructing differences
EDUC 275: Radical philosophy and education
EDUC 325: History of American education
EDUC 360: Political economy of schools
EDUC 390: Pedagogy in the 'post-truth' era
EDUC 390: Philosophy and alternative educational spaces
EDUC 412: Critical disability studies in education
EDUC 490: Senior research seminar
UNIV 183: (North) Korea in Japan: Colonialism and education
UNIV 184: The Baltimore Rebellion: Anatomy of an uprising
* denotes DPU student
-Ford, D. (2021). Inhuman educations: Jean-Francois Lyotard, pedagogy, thought. Boston: Brill.
-Ford, D. (2019). Politics and pedagogy in the "post-truth" era: Insurgent philosophy and praxis. London: Bloomsbury.
-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.
-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.
-Ford, D. (2019). Pedagogy of the "not:" Negation, exodus, and postdigital temporal regimes. Postdigital Science and Education, 1(1), 104-118.
-Ford, D., & Jandric, 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.
-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., & Lewis, T. (2018). On the freedom to be opaque monsters: Communist pedagogy, aesthetics, and the sublime. Cultural Politics, 14(1), 95-108.
-Ford, D. (2018). Queer communist study: The sinthomostudier against the capital-debt-learning regime. Journal of Curriculum and Pedagogy, 15(1), 8-23.
-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. (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. (reprinted in N. De Lissovoy (Ed.) (2018), Marxisms and education. New York: Routledge).
-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). Revolutionary parallel pedagogy: A critical teacher education for the multitude. Issues in Teacher Education, 25(2), 55-67. (reprinted in Notes & Abstracts in American and International Education (2017), 123).
-Ford, D. (2016). Joining the party: Critical education and the question of organization. Critical Education, 7(15), 1-18.
-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.
-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.
Edited journal issues
-Zhao, W., Ford, D., & Lewis, T. (2020). Re-invoking global dialogues on learning, unlearning, and studying. Studies in Philosophy and Education, 39(3).
-Ford, D. (2017). Lefebvre’s teachings. Special issue of Policy Futures in Education, 15(4).
-Ford, D., Porfilio, B., & Goldstein, R. (2015). The media and the neoliberal privatization of education. Special issue of Critical Education, 6(7-16).
-Ford, D. (2019). Keywords in radical philosophy and education: Common concepts for contemporary movements. Boston and Leiden: Brill. (*with editorial assistants Anneliese Waalkes '20, Savannah Jo Wilcek '20, and Clayton Cooprider '19)
-Ford, D., & Malott, C. (2019). Learning with Lenin: Selected works on education and revolution. Charlotte: Information Age Publishing.
-Means, A., Ford, D., & Slater, G. (2017). Educational commons in theory and practice: Global pedagogy and politics. New York: Palgrave Macmillan.
-Porfilio, B., & Ford, D. (2015). Leaders in critical pedagogy: Narratives for understanding and solidarity. Boston: Brill-Sense.
Book chapters & encyclopedia entries
-Ford, D., & Sasaki, M.* (2021). Listening like a postdigital human: The politics and knowledge of noise. In M. Savin-Baden (Ed.), Postdigital humans: Transitions, transformations, and transcendence. New York: Springer.
-Ford, D. (2020). A communist theory of writing: Virno, Lyotard, and a rewriting of the general intellect. In M. Peters, T. Besley, P. Jandric, and X. Zhu (Eds.), Knowledge socialism: The rise of peer production: Collegiality, collaboration, and collective intelligence. New York: Springer.
-Ford, D. (2020). Lefebvre and atmospheric production: An architectronics of air. In M.E. Leary-Owhin & J.P. McCarthy (Eds.), The Routledge handbook of Henri Lefebvre, the city, and urban society. New York: Routledge.
-Ford, D. (2019). Marxist theories of teaching. In M. Peters (Ed.), Encyclopedia of teacher education. New York: Springer.
-Ford, D., & Lewis, T. (2019). Lyotard and the sublime unconscious of education: Communicative capitalism and aesthetics. In A. Chinnery (Ed.), Philosophy of Education 2017. Urbana: Philosophy of Education Society.
-Ford, D. (2018). Don't bring truth to a gun fight: Pedagogy, force, and decision. In M. Peters et. al. (Eds.), Post-truth, fake news: Viral modernity and higher education. New York: Springer.
-McLaren, P., & Ford, D. (2018). Revolutionary critical pedagogy and the struggle against capital today. In L. Rasinski, D. Hill, & S. Skordoulis (Eds.), Marxism and education: International perpsectives on theory and action. New York: Routledge. (reprinted in Pruyn, M., Malott, C., & Huerta-Charles, L. (Eds.) (2020), Tracks to infinity: The Peter McLaren Reader Volume 2. Charlotte: Information Age Publishing).
-John, K., & Ford, D. (2017). 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.
-Ford, D. (2016). 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.
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