Book Chapters

book chapters

Ford, D. (2025). The liberatory lecturer: Cutting through the educational fault lines in art and politics. In I. Galliera & N. Brynjolson (Eds.), Pedagogical art in activist and curatorial practices, 25-32. New York: Routledge.
Ford, D. (2025). Architectural utopias: The pedagogy of still-existing socialist infrastructure. In C. Jenkins (Ed.), From the academy to the streets: Notes from a working class think tank, 55-70. Madison: Iskra.
Pappachen, S.*, & Ford, D. (2023). Historical materialism: A postdigital philosophical method. In P. Jandrić, A. MacKenzie, & J. Knox (Eds.), Postdigital research: Genealogies, challenges, and future perspectives, 115-128. New York: Springer.
Ford, D., & Sasaki, M.* (2023). The multitude beyond measure: Building a common stupor. In A. Means, A. Sojot, Y. Ida, and M. Sustarsic (Eds.), Empire and education, 60-68. New York: Routledge. (reprint)
Ford, D. (2022). Listening to the mute voices of words: Errant pedagogy in the zone. In K. Bamford & M. Grebowicz (Eds.), Lyotard and critical practice,15-26. London: Bloomsbury.
Ford, D., Swenson, K.*, & Fosher, M.* (2022). From the knowable and transparent individual to the secret thought of individuation: An anti-capitalist postdigital ecopedagogy. In P. Jandrić & D. Ford (Eds.), Postdigital ecopedagogies: Genealogies, contradictions, and possible futures, 43-57. New York: Springer
Ford, D. (2022). Facing the test: A Leninist Party as proctor. In A. Ivanchikova & R. Maclean (Eds.), The future of Lenin: Politics, power, and revolution in the 21^st century, 281-297. Albany: State University of New York Press..
Jandrić, P., & Ford, D. (2022). Postdigital ecopedagogies: Genealogies, contradictions, and possible futures. In P. Jandrić & D. Ford (Eds.), Postdigital ecopedagogies: Genealogies, contradictions, and possible futures, 3-23. New York: Springer. (reprint)
Pappachen, M.S.*, & Ford, D. (2022). Spreading stupidity: Disability and anti-imperialist resistance to bio-informational capitalism. In M.A. Peters, P. Jandrić, & S. Hayes (Eds.), Bioinformational philosophy and postdigital knowledge ecologies, 237-253. New York: Springer.
Ford, D. (2021). Pedagogy of the oppressed for revolution: Paulo Freire and revolutionary leadership. In N. Brown (Ed.), Revolutionary education: Theory and practice for socialist organizers, 9-15. San Francisco: Liberation Media.
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, 111-123. New York: Springer.
Ford, D. (2021). Marx’s pedagogies then and now: Research and presentation. In N. Brown (Ed.), Revolutionary education: Theory and practice for socialist organizers, 25-36. San Francisco: Liberation Media.
Ford, D. (2020). A communist theory of writing: Virno, Lyotard, and a rewriting of the general intellect. In M. Peters, T. Besley, P. Jandrić, & X. Zhu (Eds.), Knowledge socialism. The rise of peer production: Collegiality, collaboration, and collective intelligence, 99-113.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, 309-317. New York: Routledge.
Ford, D. (2019). Pneumatic: Education, air, and the common. In D. Ford (Ed.), Keywords in radical philosophy and education: Common concepts for contemporary movements, 285-300). London: Brill. (reprint).
Ford, D. (2019). Pedagogy of the oppressed against Trump: Communist pedagogy in the emerging mass movement. In C. Jenkins (Ed.), The 2017 Hampton Institute reader: Collected essays from a working-class think tank, 31-36). Charlotte: Information Age Publishing.
Ford, D. (2019). On the chronic impotency of public intellectuals. In C. Jenkins (Ed.), The 2017 Hampton Institute reader: Collected essays from a working-class think tank, 71-74. Charlotte: Information Age Publishing.
Ford, D. (2018). Don’t bring truth to a gunfight: Pedagogy, force, and decision. In M. Peters, S. Rider, M. Hyvönen, & T. Besley, (Eds.), Post-Truth, Fake News: Viral Modernity & Higher Education, 133-142). New York: Springer.
Ford, D. (2018). Studying like a communist: Affect, the party, and the educational limits to capitalism. In N. De Lissovoy (Ed.), Marxisms and education, 216-225. New York: Routledge. (reprint).
McLaren, P., & Ford, D. (2018). 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, 101-116. New York: Routledge. (reprinted in Pruyn, M., Malott, C. & Huerta-Charles, L. (Eds.). (2020). Tracks to infinity: The Peter McLaren Volume 2, 93-110. 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, 3-14. New York: Peter Lang.
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, 149-163. Charlotte: Information Age Publishing. (reprint).
Ford, D. (2016). The air conditions of philosophy of education: Toward a microsphereology of the classroom. In E. Duarte (Ed.), Philosophy of education 2015, 261-268. 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, 95-109. 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, 438-453. 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 curriculum in education, 374-382. London: Sage.