derek r ford

Editorials, Introductions, Forewords, and Afterwords

Journal Introductions and Editorials

  • Ford, D, & Jandrić, P. (2024). Postdigital marxism and education. Educational Philosophy and Theory, 56(1), 1-6.
  • Ford, D. (2023). Postdigital soundscapes: Sonics, pedagogies, technologies. Postdigital Science and Education, 5(4), 265-276.
  • Ford, D. (2022). Postdigital sonic pedagogy: Response to postdigital science and education. Modern Education Review, 244(2), 26-28. (in Mandarin).
  • Zhao, W., Ford, D., & Lewis, T. (2020). A global dialogue on learning and studying. Studies in Philosophy and Education, 39(3), 239-244.
  • Ford, D. (2020). A cybernautic anti-imperialist movement: In defense of automated bots. Postdigital Science and Education, 2(2), 245-247.
  • Ford, D. (2019). U.S. sovereignty must not be defended: Critical education against Russiagate. Educational Philosophy and Theory, 51(1), 14-17.
  • Ford, D. (2018). Postmodern communism: An educational constellation. Educational Philosophy and Theory, 50(14), 1556-1557.
  • Ford, D. (2017). Korean education for oversea Koreans and Korea University from the perspective of the world: Korean education as resistance to colonialism. Journal of Korea University (27), 116-118.
  • Ford, D. (2017). Lefebvre’s teachings: Pedagogical formulations for political problems. Policy Futures in Education, 15(4), 407-409.
  • Ford, D., Porfilio, B., & Goldstein, R. (2015). The news media, education, and the subversion of the neoliberal social imaginary: An introductory essay. Critical Education, 6(7), 1-24.

Book Introductions/Forewords/Afterwords

  • Book introductions, forewords, and afterwords
  • Ford, D. (2024). Foreword: Groundings of gratitude. In L. Benson, Letters of gratitude: I am because we are, vii-xv. Madison: Iskra Books.
  • Ford, D. (2023). From “I will” to “I can:” The political and pedagogical playfulness of Tyson E. Lewis. In T.E. Lewis, Educational potentialities: Collected talks on revolutionary education, aesthetics, and organization, i-xii. Madison: Iskra Books.
  • Jandrić, P., & Ford, D. (2022). Introduction: The many faces of postdigital ecopedagogies. In P. Jandrić & D. Ford (Eds.), Postdigital ecopedagogies: Genealogies, contradictions, and possible futures, xv-xxi. New York: Springer. (reprint)
  • Ford, D., & Malott, C. (2022). Contextualizing the Theses on socialist education: Lessons for revolutionary pedagogy today. In R. Park & C. York (Eds.), Socialist education in Korea: Selected works of Kim Il-Sung, 4-26. Madison: Iskra Books.
  • Ford, D. (2022). Chongryon: The struggle of Koreans in Japan. In R. Park & C. York (Eds.), Socialist education in Korea: Selected works of Kim Il-Sung, 138-152. Madison: Iskra Books.
  • Ford, D. (2020). Afterword: Violent cartographies and the ontology of the rural. In R. Cordova & W. Reynolds, Educating for social justice: Field notes from rural communities, 330-337. Boston: Brill.
  • Ford, D., & Alexander, R. (2020). A collection of raw materials for re-imaginings. In M. Pruyn, L. Huerta, and C. Malott, (Eds.), Tracks to infinity: The Peter McLaren Reader Volume 2,xv-xx. Charlotte: Information Age Publishing.
  • Ford, D., & *Waalkes, A., *Wilcek, S., & *Cooprider, C. (2019). An introduction, a wager: Long live radical philosophy and education! In D. Ford (Ed.), Keywords in radical philosophy and education: Common concepts for contemporary movements, 1-6. London: Brill.
  • Ford, D., & Malott, C. (2019). Introduction: Addressing the ideological break in practice and (educational) theory. In C. Malott & D. Ford (Eds.), Learning with Lenin: Selected works on education and revolution,ix-xvi. Charlotte: Information Age Publishing.
  • Means, A., Ford, D., & Slater, G. (2017). Introduction: Toward an educational commons. In A. Means, D. Ford, & G. Slater (Eds.), Educational commons in theory and practice: Global pedagogy and politics, 1-22. New York: Palgrave Macmillan.
  • Malott, C., & Ford, D. (2017). Reclaiming communism as double negation: Tarrying with generation. In W. Au, Reclaiming communist philosophy: The Marxist-Leninist-Maoist tradition and the dialectics of nature, xi-xiii. Charlotte: Information Age Publishing.
  • Ford, D. (2016). Drawing class lines through critical education: A proletarian program for the current crisis. In C. Malott, History and education: Engaging the global class war, vii-xiv. New York: Peter Lang.
  • Porfilio, B., & Ford, D. (2015). Schools and/as barricades: An introduction. In B. Porfilio and D. Ford (Eds.), Leaders in critical pedagogy: Narratives for understanding and solidarity, xv-xxiv. Boston: Sense.