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- Pedagogy (8)
- Marxism (5)
- Aesthetics (4)
- Postdigital (4)
- COVID 19 (3)
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- Communism (3)
- Space (3)
- Air (2)
- Bioinformational capitalism (2)
- Communism and education (2)
- Critical disability studies (2)
- Exodus (2)
- Figure (2)
- General intellect (2)
- Henri Lefebvre (2)
- Imperialism (2)
- Jean-François Lyotard (2)
- Karl Marx (2)
- Leninism (2)
- Louis Althusser (2)
- Paolo Virno (2)
- Politics (2)
- Queer theory (2)
- Socialism (2)
- Studying (2)
- Sublime (2)
- Time (2)
- #MustFall–TheEvent (1)
- Abstraction (1)
- Affect (1)
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Articles 1 - 30 of 36
Full-Text Articles in Education
What’S So Marxist About Marxist Educational Theory?, Derek R. Ford
What’S So Marxist About Marxist Educational Theory?, Derek R. Ford
Education Studies Faculty publications
The antagonism between “class” and “race” have plagued educational theory for decades. As a communist organizer seeking to move Marxist educational theory out of the stagnant waters of theoretical debates, I turn to recent CRT scholarship, which I find much more in line with the communist project. Yet, this literature omits world-historic and ongoing transformations inaugurated particularly since the beginning of the 20th century by erasing, discounting or, denouncing them. I argue the primary factors inhibiting educational researchers: Anticommunism. The global revolutionary era led largely by revolutionary communists contains the most fruitful explanations of those conditions and connections (and the …
"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, Derek R. Ford
Education Studies Faculty publications
Having the chance to introduce the thinking (and talking) of Tyson E. Lewis to a new audience of revolutionary activists and organizers is exciting and intimidating. It’s exciting because this collection of talks, which cover much of his ex- tensive research interests and span more than a decade, is filled with raw materials out of which communists can produce politically timely and incisive educational practices, theories, and experiments. It’s intimidating for the same reasons. Instead of writing an introduction, then, I’m going to write three. (beginning paragraph)
Postdigital Time, Derek R. Ford
Postdigital Time, Derek R. Ford
Education Studies Faculty publications
The “postdigital” is an inherently temporal concept, yet, along with the postdigital itself, the temporality of the postdigital remains open. With few exceptions, by rejecting the idea that the “postdigital” comes right after the “digital” in a successive manner, most scholars interpret the temporality of the concept in a way that is admittedly blurry and indeterminate. This opens various lines of inquiry. How should we understand and relate to postdigital time, including the role digital technologies play in it? What are the constraints it imposes on our imagination of the future and present? How does it naturalize the contemporary order?
Teaching The Actuality Of Revolution: Aesthetics, Unlearning, And The Sensations Of Struggle, Derek R. Ford
Teaching The Actuality Of Revolution: Aesthetics, Unlearning, And The Sensations Of Struggle, Derek R. Ford
Education Studies Faculty publications
Exploring the nexus between aesthetics, pedagogy, and politics illustrates the central role education plays in reproducing injustice and inhibiting confidence in revolutionary struggle. Demonstrating how capitalism and its attendant forms of oppression are not merely cognitive but perceptual, Derek R. Ford proposes that revolutionary education demands the production of aesthetic experiences through which we sense the possibility and actuality of alternative worlds. To create such encounters, Ford develops a praxis of teaching and a pedagogy of unlearning that, in our current conjuncture, creates conditions for encountering what Jennifer Ponce de León calls “an other aesthetics.” Mapping contemporary capital as a …
Marx And Technology, Derek R. Ford
Marx And Technology, Derek R. Ford
Education Studies Faculty publications
The revolutionary changes in digital technologies that ushered in the postdigital context originate with the industrial machinery Karl Marx and his collaborator and comrade Friedrich Engels observed and analysed in the mid to late 1800s. Their approach sees technology as neither neutral nor deterministic, but as one site of contestation and struggle among others in the overall totality of capital. The matter at hand is the class whose interests guide the production, distribution, and consumption of technologies.
Postdigital Soundscapes: Sonics, Pedagogies, Technologies, Derek Ford
Postdigital Soundscapes: Sonics, Pedagogies, Technologies, Derek Ford
Education Studies Faculty publications
No abstract provided.
Postdigital Ecopedagogies: Genealogies, Contradictions, And Possible Futures, Petar Jandrić, Derek R. Ford
Postdigital Ecopedagogies: Genealogies, Contradictions, And Possible Futures, Petar Jandrić, Derek R. Ford
Education Studies Faculty publications
This paper charts some genealogies, challenges, and directions for experimenting with the utopic postdigital ecopedagogies demanded by our present (post)pandemic reality. These are messianic—rather than prophetic—utopias that exist not as proclamations or programmes for a distant future but as potentialities immanent in the irreducible excess of the present. While their roots most clearly emanate from the Freirean-inspired ecopedagogy movement, we conceptualize ecopedagogies instead as educational forms that emerge from, negotiate, debate, produce, resist, and/or overcome the shifting and expansive postdigital ecosystems from and to which we write and think. These are expansive ecosystems of humans, postdigital machines, nonhuman animals, minerals, …
"Spreading Stupidity: Intellectual Disability And Anti-Imperialist Resistance To Bioinformational Capitalism" In Bioinformational Philosophy And Postdigital Knowledge Ecologies, Derek R. Ford, Megha Summer Pappachen '20
"Spreading Stupidity: Intellectual Disability And Anti-Imperialist Resistance To Bioinformational Capitalism" In Bioinformational Philosophy And Postdigital Knowledge Ecologies, Derek R. Ford, Megha Summer Pappachen '20
Education Studies Faculty publications
We are aware that to resist in the coming age of bioinformational capitalism, we will require new knowledge ecologies. These knowledges must be socialist: able to resist the dominance of productivist and imperialist pedagogies that are saturated with capital, and now bioinformational capital’s aims. These knowledges must also be stupid: able to refuse bioinformational capital’s lust for visibility and access to the working class biology. Stupidity is able to resist primarily because it can’t be quantified, articulated, or rendered transparent. To express the importance of this refusal, we visit concepts of colonialism and disability. Disabled and colonized struggles animate the …
Encountering Education: Elements For A Marxist Pedagogy, Derek R. Ford
Encountering Education: Elements For A Marxist Pedagogy, Derek R. Ford
Education Studies Faculty publications
In Encountering Education, organizer and political and educational theorist Derek R. Ford develops new marxist pedagogical elements to advance the class struggle. Ford argues that the entire marxist project of establishing the dictatorship of the proletariat and creating a classless society entails an educational praxis that builds up disinterpellative encounters. Through an inventive reading of Marx, Althusser, Glissant, and others, they advance two dialectical pedagogical processes of inquiry and presentation, developing both--and the political relations between the two--through a range of theorists and situations. Encountering Education both illuminates the historical, political, spatial, technological, and sonic conditions of our struggle …
"Contextualizing The 'Theses On Socialist Education:' Lessons For Revolutionary Pedagogy Today" In Socialist Education In Korea: Selected Works Of Kim Il-Sung, Derek R. Ford, Curry Malott
"Contextualizing The 'Theses On Socialist Education:' Lessons For Revolutionary Pedagogy Today" In Socialist Education In Korea: Selected Works Of Kim Il-Sung, Derek R. Ford, Curry Malott
Education Studies Faculty publications
From Publisher: Publishing the selected works of Kim Il-Sung on education is a controversial move in the United States. In fact, there’s almost a proportional relationship between the demonization of the DPRK and the level of ignorance one has about the state, the country, its government, its people and society, and its history. This is particularly striking given the recent interest in decolonial and anti-colonial education, in socialist and communist educational methods, and in socialism and communism more generally. Given these recent activist and scholarly interests, Riley Park and Cambria York’s new collection, Socialist Education in Korea, is a welcome …
"Chongryon: The Struggle Of Koreans In Japan" In Socialist Education In Korea: Selected Works Of Kim Il-Sung, Derek R. Ford
"Chongryon: The Struggle Of Koreans In Japan" In Socialist Education In Korea: Selected Works Of Kim Il-Sung, Derek R. Ford
Education Studies Faculty publications
From Publisher: Publishing the selected works of Kim Il-Sung on education is a controversial move in the United States. In fact, there’s almost a proportional relationship between the demonization of the DPRK and the level of ignorance one has about the state, the country, its government, its people and society, and its history. This is particularly striking given the recent interest in decolonial and anti-colonial education, in socialist and communist educational methods, and in socialism and communism more generally. Given these recent activist and scholarly interests, Riley Park and Cambria York’s new collection, Socialist Education in Korea, is a welcome …
Aesthetic Encounters Beyond The Present: Historical Materialism And Sonic Pedagogies For Resisting Abstraction, Derek R. Ford, Maria Esposito '23
Aesthetic Encounters Beyond The Present: Historical Materialism And Sonic Pedagogies For Resisting Abstraction, Derek R. Ford, Maria Esposito '23
Education Studies Faculty publications
Basing ourselves on Marx’s method of historical materialism, this article builds on Marxist literature on capitalist abstraction and focuses on the struggle for differentialization. This amounts to a critique and, more importantly, an affirmation: elements of the future exist in the present. This is a future in which the force of capitalist abstraction is overcome through a new social order. This is not only a political struggle, but a pedagogical one as well in that it involves distinct educational logics with particular subjectivities, spatialities, and temporalities, which are elements of communism that exist in the present. The pedagogical gesture developed …
The Happy Marriage Of Afro-Pessimism And U.S. Universities: Eurocentrism, Anti-Communism, And An Educational Recipe For Defeat, Derek R. Ford, Nino Brown
The Happy Marriage Of Afro-Pessimism And U.S. Universities: Eurocentrism, Anti-Communism, And An Educational Recipe For Defeat, Derek R. Ford, Nino Brown
Education Studies Faculty publications
No abstract provided.
Marx’S Inquiry And Presentation: The Pedagogical Constellations Of The Grundrisse And Capital, Derek R. Ford
Marx’S Inquiry And Presentation: The Pedagogical Constellations Of The Grundrisse And Capital, Derek R. Ford
Education Studies Faculty publications
This paper reads Marx’s distinction between the method of inquiry and presentation as distinct and Marxist pedagogical logics that take the form of learning and studying. After articulating the differences and their current conceptualizations in educational theory, I turn to different interpretations of the Grundrisse and Capital. While I note the differences, I maintain these result from Marx’s alternation between learning and studying, to the different weights Marx gives to both. Marx sought to understand, articulate, learn, and relay the precise logics of capital, of its contradictions, and of how the working class has and can seize on these …
"#Mustfall–Theevent: Rights, Student Activism And The Transformation Of South African Universities" In University On The Border: Crisis Of Authority And Precarity, Sahar D. Sattarzadeh, André Keet, Willy Nel
"#Mustfall–Theevent: Rights, Student Activism And The Transformation Of South African Universities" In University On The Border: Crisis Of Authority And Precarity, Sahar D. Sattarzadeh, André Keet, Willy Nel
Education Studies Faculty publications
In this chapter, we read the 2015-2016 #MustFall movement as an “event” in Badiou’s sense of the word. Employing Badiou’s (2005, 2013) interpretive scheme, we suggest that the #MustFall movement fractured the appearance of regularity of the South African higher education landscape to such an extent that it can be considered the kind of ‘event’ that Badiou defines as “something that brings to light a possibility that was invisible or even unthinkable. [It] is, in a certain way, merely a proposition. It proposes something to us” (Badiou, 2013:9-10). Reflecting on a long-term research project on ‘transformative student citizenship’ that started …
Teaching In The Age Of Covid-19—1 Year Later, Sahar D. Sattarzadeh
Teaching In The Age Of Covid-19—1 Year Later, Sahar D. Sattarzadeh
Education Studies Faculty publications
No abstract provided.
Pedagogically Reclaiming Marx’S Politics In The Postdigital Age: Social Formations And Althusserian Pedagogical Gestures, Derek R. Ford
Pedagogically Reclaiming Marx’S Politics In The Postdigital Age: Social Formations And Althusserian Pedagogical Gestures, Derek R. Ford
Education Studies Faculty publications
This paper builds on marxist postdigital literature by first by clarifying what a ‘mode of production’ is, what the capitalist mode of production is, and how, why, and on what technological foundations it emerged. This leads into a discussion of these technological foundations and their relationship to production, knowledge, research, and subjectivity; in other words, the ‘general intellect’. At this point I move from discussing modes of production to social formations or socio-economic formations, and I show why social formations are more helpful to conceptualize the political and pedagogical struggle in the era of postdigital capitalism (and any capitalism) as …
Postdigital Ecopedagogies: Genealogies, Contradictions, And Possible Futures, Derek Ford, Petar Jandrić
Postdigital Ecopedagogies: Genealogies, Contradictions, And Possible Futures, Derek Ford, Petar Jandrić
Education Studies Faculty publications
This paper charts some genealogies, challenges, and directions for experimenting with the utopic postdigital ecopedagogies demanded by our present (post)pandemic reality. These are messianic—rather than prophetic—utopias that exist not as proclamations or programmes for a distant future but as potentialities immanent in the irreducible excess of the present. While their roots most clearly emanate from the Freirean-inspired ecopedagogy movement, we conceptualize ecopedagogies instead as educational forms that emerge from, negotiate, debate, produce, resist, and/or overcome the shifting and expansive postdigital ecosystems from and to which we write and think. These are expansive ecosystems of humans, postdigital machines, nonhuman animals, minerals, …
The Sonic Aesthetics Of Writing: Pedagogy, Timbre, And Thought, Derek R. Ford
The Sonic Aesthetics Of Writing: Pedagogy, Timbre, And Thought, Derek R. Ford
Education Studies Faculty publications
While research on the educational properties of sound have opened up important pathways for research, there is a tendency to approach sound through meaning and information. This paper charts another tendency to explore sound as educational precisely because it resists our attempts at meaning making, thereby moving us from the process of understanding to the experience of thought itself. The force that guides this trajectory is that of timbre, or the nuance of sounds. I begin with Nina Sun Eidsheim’s, which aims to delink timbre from essence and identity by showing the infinite potential of vocal timbres. While Eidsheim surely …
Teaching In The Age Of Covid-19, Derek R. Ford
Teaching In The Age Of Covid-19, Derek R. Ford
Education Studies Faculty publications
No abstract provided.
Teaching In The Age Of Covid-19, Sahar D. Sattarzadeh
Teaching In The Age Of Covid-19, Sahar D. Sattarzadeh
Education Studies Faculty publications
No abstract provided.
The Aesthetics Of Exodus: Virno And Lyotard On Art, Timbre, And The General Intellect, Derek R. Ford
The Aesthetics Of Exodus: Virno And Lyotard On Art, Timbre, And The General Intellect, Derek R. Ford
Education Studies Faculty publications
While the general intellect continues to provide a rich resource for understanding post-Fordism and for theorizing resistance, there remains a neglected aesthetic dimension to the general intellect and the role that art can play in resistance based on it. This article develops the general intellect along these lines by drawing on two theorists who are rarely thought together: Paolo Virno and Jean-François Lyotard. The article begins by introducing the general intellect and Virno’s reconceptualization of it as the general or generic intellect. It then introduces a relationship between art and the general intellect by reading Virno’s theory of language, speech, …
Marxist Education Across The Generations: A Dialogue On Education, Time, And Transhumanism, Derek Ford
Marxist Education Across The Generations: A Dialogue On Education, Time, And Transhumanism, Derek Ford
Education Studies Faculty publications
No abstract provided.
Pedagogy Of The ‘Not’: Negation, Exodus, And Postdigital Temporal Regimes, Derek Ford
Pedagogy Of The ‘Not’: Negation, Exodus, And Postdigital Temporal Regimes, Derek Ford
Education Studies Faculty publications
Postdigital capitalist time is an incessant acceleration that acts to homogenize time and wed us to the present, to which we have to constantly catch up. While the impulse of this is no doubt economic (the realization of value), it is crucially undergirded by a pedagogical logic wherein we have to perpetually learn and re-learn the latest apps, social media configurations, operating systems, and so on. Political strategies of resistance thus need to be bolstered by an alternative mode of educational life, and I propose a pedagogy of the “not” as one possibility. Such a pedagogy is an act of …
China’S Education, Curriculum Knowledge And Cultural Inscriptions: Dancing With The Wind, Derek Ford
China’S Education, Curriculum Knowledge And Cultural Inscriptions: Dancing With The Wind, Derek Ford
Education Studies Faculty publications
No abstract provided.
Queer Communist Study: The Sinthomostudier Against The Capital-Debt-Learning Regime, Derek R. Ford
Queer Communist Study: The Sinthomostudier Against The Capital-Debt-Learning Regime, Derek R. Ford
Education Studies Faculty publications
Presenting the current mode of production as a triumvirate of capital, learning, and debt, I argue that a certain education and rhythm reinforce exploitation and domination. I propose queer communist study to break out of this regime. I first turn to Lee Edelman's polemic against reproductive futurism, which commits us to the logic of identity, meaning, and repetition. Through mining and explicating Edelman's dispersed notes on education and pedagogy, I formulate the practice of sinthomostudying, which paradoxically situates us within the gap of identity and the internal surplus of the Symbolic order. The jouissance of sinthomostudying opens up a world …
On The Freedom To Be Opaque Monsters: Communist Pedagogy, Aesthetics, And The Sublime, Derek Ford
On The Freedom To Be Opaque Monsters: Communist Pedagogy, Aesthetics, And The Sublime, Derek Ford
Education Studies Faculty publications
As social movements amplify across the globe, activists and researchers are increasingly interested in the pedagogies of revolutionary transformation. To provide a rich resource for political educators and organizers, this paper formulates what we call an (un)communicative communist pedagogy that is oriented against communicative capitalism. We show that there is a taut connection between capitalism and democracy that consists of a shared logic, pedagogy, and aesthetic that revolves around communication, inclusion, and transparency. Without grasping this aesthetic connection, anti-capitalist struggles are reduced to liberal reforms that end up reinforcing and deepening capitalist production relations. To break out of this trap, …
Toward An Educational Sphereology: Air, Wind, And Materialist Pedagogy, Derek R. Ford
Toward An Educational Sphereology: Air, Wind, And Materialist Pedagogy, Derek R. Ford
Education Studies Faculty publications
It’s not uncommon for people to make reference to atmospheres, including in relationship with educational spaces. In this article, we investigate educational atmospheres by turning to Western and Chinese literature on the air and wind. We pursue this task in three phases. First, we examine the Western literature to see the possible strings of thought that would help us reinvigorate the element of air/atmosphere as a foundational component of an educational sphere. Second, we historicize the Chinese notion of wind as a style of reasoning which structures ancient Chinese cosmology, tempo-spatiality, teaching, and governing into a grid of intelligibility. Third, …
Pedagogy And Politics, Confrontational Negotiations: A Response To Zhao, Derek R. Ford
Pedagogy And Politics, Confrontational Negotiations: A Response To Zhao, Derek R. Ford
Education Studies Faculty publications
In her review of my book, Weili Zhao sheds a new light on what it means to study like a communist, particularly by focusing on the concept of the encounter and the dao movement. In this response, I build on her insights by proposing that the binary and the planar be heterogeneously blocked together. Rather than critical pedagogy, critical education, liberal education, and postmodern education, we need to see pedagogy and politics as hanging together in a confrontational negotiation.
Joining The Party Critical Education And The Question Of Organization, Derek R. Ford
Joining The Party Critical Education And The Question Of Organization, Derek R. Ford
Education Studies Faculty publications
In the proliferation of "critical" educational scholarship there is a glaring omission, and that is research on the Party-form. Indeed, even when theorists like Gramsci and Lukàcs are discussed in critical education their work is always abstracted from its context: the Communist Party. This article contends that if critical education wants to orient toward the overthrow of capitalism then it has to take the Party seriously. I counter the misrepresentations and caricatures of the Party-form by carefully reading Lenin, Lukàcs, and Dean. I show that the Party is a student of the mass struggle, that it is disciplined to the …