Selected Academic Journal Articles

• Musa, Springer D., & Ford, D. (2025). A groundings discussion on the Korean struggle: Behind the propaganda. Peace, Land, and Bread: A Scholarly Journal of Revolutionary Theory, Practice, & Art, 6: 75-85.
• Ford, D. (2024). What’s so marxist about marxist educational theory? Policy Futures in Education 22, no. 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, no. 4: 561-577.
• Ford, D., & Chaparro, D.* (2024). (Un)learning aesthetics: Pedagogy and the perceptual ecology of class struggle. Critical Education 5, no. 1: 1-14.
• Ford, D. (2023). From “authentic” to actual marxist educational theory: Advancing revolutionary pedagogies. International Critical Thought 13, no. 4: 506-524.
• Ford, D. (2023). Sonic directions to the urban student: Lyotard, the megalopolis, and not listening as pedagogy. Contemporary Music Review 42, no. 4: 426-440.
• Ford, D. (2023). Art, education and the actuality of revolution: Althusser’s aesthetic materialism. International Journal of Education Through Art 19, no. 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, no. 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, no. 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, no. 4: 496-518.
• Jandrić, P., & Ford, D. (2022). Postdigital ecopedagogies: Genealogies, contradictions, and possible futures. Postdigital Science and Education 4, no. 3: 692-710.
• Ford, D. (2022). Marx’s inquiry and presentation: The pedagogical constellations of the Grundrisse and Capital. Educational Philosophy and Theory 54, no. 11: 1887-1897.
• Ford, D. (2022). The sonic aesthetics of writing: Timbre, pedagogy, and thought. Pedagogy, Culture and Society 30, no. 4: 567-580.
• Ford, D., & Sasaki, M.* (2022). The multitude beyond measure: Building a common stupor. Educational Philosophy and Theory 54, no. 7: 938-935.
• Ford, D., (2022). Aesthetic encounters beyond the present: Historical materialism and sonic pedagogies for resisting abstraction. Journal for Critical Education Policy Studies 19, no. 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, no. 3: 851-869.
• Ford, D. (2020). The aesthetics of exodus: Virno and Lyotard on art, timbre, and the general intellect. Cultural Politics 16, no. 2: 253-269.
• Ford, D. (2020). Errant learning in foams: Glissant, Sloterdijk, and the foam of pedagogy. Studies in Philosophy and Education 39, no. 3: 245-256.
• Ford, D. (2019). Explosions of stupidity: Notes for an urbanist pedagogy. Educational Theory 69, no. 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, no. 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, no. 1: 104-118.
• Ford, D. (2019). From critical to partisan: Media Literacy Beyond Russiagate. International Journal of Critical Media Literacy 1, no. 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, no. 2: 92-106.
• Ford, D. (2018). Queer communist study: The sinthomostudier against the capital-learning-debt regime. Journal of Curriculum and Pedagogy 15, no. 1: 8-23.
• Ford, D., & Lewis, T. (2018). On the freedom to be opaque monsters: Communist pedagogy, aesthetics, and the sublime. Cultural Politics 14, no. 1: 95-108.
• Ford, D., & Zhao, W. (2018). Toward an educational sphereology: Air, wind, and materialist pedagogy. Educational Philosophy and Theory 50, no. 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, no. 2: 109-121.
• Ford, D., & Lewis, T. (2017). Lyotard and the sublime unconscious of education: Communicative capitalism and aesthetics. Philosophy of Education 73, no. 1: 488-501.
• Ford, D. (2017). Making marxist pedagogy magical: From critique to imagination, or how bookkeepers set us free. Critical Education 8, no. 9: 1-13.
• Ford, D. (2017). Studying like a communist: Affect, the party, and the educational limits to capitalism. Educational Philosophy and Theory 49, no. 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, no. 2: 176-193.
• Ford, D. (2016). Joining the party: Critical education and the question of organization. Critical Education 7, no. 15: 1-18.
• Ford, D. (2015). A figural education with Lyotard. Studies in Philosophy and Education 34, no. 1: 89-100.
• Ford, D. (2015). The pneumatic common: Learning in, with, and from the air. Educational Philosophy and Theory 47, nos. 13-14: 1405-1418.
• Ford, D. (2014). A critical pedagogy of ineffability: Identity, education, and the secret life of whatever. Educational Philosophy and Theory 46, no. 4: 380-392.
• Ford, D. (2013). Butler goes to work: A political economy of the subject. borderlands e-journal 12, no. 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, no. 3: 299-310.