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 Edited by

EDUCATIONAL FUTURES
Palgrave Studies in
Jennifer A. Sandlin and Jason J. Wallin

PARANOID
PEDAGOGIES
Education, Culture, and Paranoia
Palgrave Studies in Educational Futures

Series Editor
jan jagodzinski
Secondary Education
University of Alberta
Edmonton, Alberta, Canada
The series Educational Futures would be a call on all aspects of education,
not only specific subject specialist, but policy makers, religious education
leaders, curriculum theorists, and those involved in shaping the educational
imagination through its foundations and both psychoanalytical and
psychological investments with youth to address this extraordinary precarity
and anxiety that is continually rising as things do not get better but worsen.
A global de-territorialization is taking place, and new voices and visions
need to be seen and heard. The series would address the following questions
and concerns. The three key signifiers of the book series title address this
state of risk and emergency: The Anthropocene: The ‘human world,’ the
world-for-us is drifting toward a global situation where human extinction is
not out of the question due to economic industrialization and
overdevelopment, as well as the exponential growth of global population.
How to we address this ecologically and educationally to still make a
difference? Ecology: What might be ways of re-­thinking our relationships
with the non-human forms of existence and in-human forms of artificial
intelligence that have emerged? Are there possibilities to rework the
ecological imagination educationally from its over-romanticized view of
Nature, as many have argued: Nature and culture are no longer tenable
separate signifiers. Can teachers and professors address the ideas that
surround differentiated subjectivity where agency is no long attributed to
the ‘human’ alone? Aesthetic Imaginaries: What are the creative responses
that can fabulate aesthetic imaginaries that are viable in specific contexts
where the emergent ideas, which are able to gather heterogeneous elements
together to present projects that address the two former descriptors: the
Anthropocene and the every changing modulating ecologies. Can educators
drawn on these aesthetic imaginaries to offer exploratory hope for what is a
changing globe that is in constant crisis? The series Educational Futures:
Anthropocene, Ecology, and Aesthetic Imaginaries attempts to secure
manuscripts that are aware of the precarity that reverberates throughout all
life, and attempts to explore and experiment to develop an educational
imagination which, at the very least, makes conscious what is a dire situation.

More information about this series at

http://www.springer.com/series/15418
Jennifer A. Sandlin • Jason J. Wallin
Editors

Paranoid Pedagogies
Education, Culture, and Paranoia
Editors
Jennifer A. Sandlin Jason J. Wallin
Arizona State University University of Alberta
Tempe, Arizona, USA Edmonton, Alberta, Canada

Palgrave Studies in Educational Futures

ISBN 978-3-319-64764-7    ISBN 978-3-319-64765-4 (eBook)
https://doi.org/10.1007/978-3-319-64765-4

Library of Congress Control Number: 2017953538

© The Editor(s) (if applicable) and The Author(s) 2018

This work is subject to copyright. All rights are solely and exclusively licensed by the
Publisher, whether the whole or part of the material is concerned, specifically the rights of
translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on
microfilms or in any other physical way, and transmission or information storage and retrieval,
electronic adaptation, computer software, or by similar or dissimilar methodology now
known or hereafter developed.
The use of general descriptive names, registered names, trademarks, service marks, etc. in this
publication does not imply, even in the absence of a specific statement, that such names are
exempt from the relevant protective laws and regulations and therefore free for general use.
The publisher, the authors and the editors are safe to assume that the advice and information in
this book are believed to be true and accurate at the date of publication. Neither the publisher
nor the authors or the editors give a warranty, express or implied, with respect to the material
contained herein or for any errors or omissions that may have been made. The publisher remains
neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Cover illustration: © Andrew Hammerand

Printed on acid-free paper

This Palgrave Macmillan imprint is published by Springer Nature

The registered company is Springer International Publishing AG
The registered company address is: Gewerbestrasse 11, 6330 Cham, Switzerland
 Series Editor Foreword

Our present ‘global’ situation is a precarious state: the movement of asy-

lum seekers, migrants, diasporic peoples have placed an extraordinary
financial and psychological pressure on the European Union. Such pres-
sure, however, is worldwide as borders that have become walls are breeched
by those who are fleeing war-torn countries; the rise of ISIS has made the
question of ‘religion’ once more decisive as ideological divisions become
hardened when identity and belonging, as shaped by the first condition of
worldwide migratory movement, become unraveled and nomadic. This
unrest is multiplied by the precarity of the economic situation, where it is
said that the capitalist system presents the 1% against the 99% as young
people find it difficult to find work and a place in the symbolic order.
Lastly, such precarity that reverberates around the globe also includes the
‘globe’ itself in terms of the Earth’s climate change, a euphemism for the
changing conditions of the land and oceans that are shaped by industrial
growth and pollution. This sketch of a world at the brink of unprece-
dented change presents us with a compelling image that something needs
to be done. But what? And is it too late? Yet, we are living in a time where
the most marvelous technologies have come to dominate our lives, and
the promise of these technologies to put things right can always be heard.
Educational Futures address this state of risk and emergency through
three key signifiers:

1. The Anthropocene: The ‘human world,’ the world-for-us, is drifting

toward a global situation where human extinction is not out of the
question due to economic industrialization and overdevelopment, as

v
vi SERIES EDITOR FOREWORD

well as the exponential growth of global population. How do we

address this ecologically and educationally to still make a difference?
2. Ecology: What might be ways of rethinking our relationships with the
non-human forms of existence and inhuman forms of artificial intelli-
gence that have emerged? Are there possibilities to rework the ecologi-
cal imagination educationally from its over-romanticized view of
Nature, as many have argued: Nature and culture are no longer tenable
separate signifiers. Can teachers and professors address the ideas that
surround differentiated subjectivity where agency is no long attributed
to the ‘human’ alone?
3. Aesthetic Imaginaries: What are the creative responses that can fabu-
late aesthetic imaginaries that are viable in specific contexts where the
emergent ideas, which are able to gather heterogeneous elements
together to present projects that address the two former descriptors:
the Anthropocene and the every changing modulating ecologies. Can
educators drawn on these aesthetic imaginaries to offer exploratory
hope for what is a changing globe that is in constant crisis?

The series is an attempt to explore and experiment with an educational

imagination, which, at the very least, makes us conscious to what is a dire
situation.
 Preface

This edited book explores the under-analyzed significance and function of

paranoia as both a psychological and a social force in contemporary educa-
tion. While much has been written on the role of epistemological uncer-
tainty and the death of metaphysics in education, this book claims that the
desire for epistemological truth characteristic of paranoia continues to
profoundly shape the aesthetic texture and imaginaries of educational
thought and practice. Attending to the psychoanalytic, post-­psychoanalytic,
and critical significance of paranoia as a mode of engaging with the world,
this book inquires into the ways in which paranoia functions to shape the
social order and the material desire of subjects operating within it. This
book largely argues that paranoia is not an individual pathology, but
rather, a mode of social organization and imaginary configuration of real-
ity. Attending to a little-studied area of educational philosophy and schol-
arship, this book attempts to analyze the reasons and functions of paranoia
in social and educational settings, and in turn connects these reasons to a
broader calculus of social conformity and potential for social resistance.
Aiming to understand how the paranoiac imaginary endemic to social life
is made manifest in education and educational research, the book exam-
ines the issues paranoia makes manifest for teachers, teacher educators,
and academics working toward change.
The book is divided into three sections. In SECTION ONE:
PARANOID AESTHETICS, the authors address such questions as: How
does paranoia function as a form of aesthetic representation tethering
social potentials to prior social codes and images?; In what ways might
paranoiac pedagogies be detected in the contemporary aesthetics of

vii
viii PREFACE

­ opular culture and, further, the exertion of power at varying scales of

p
aesthetic and affective experience?; and, How might paranoia be rethought
as an aesthetic counterpart to the affective politics of neoliberal capitalism?
These questions are focused around the aesthetics of paranoia, and how
paranoia is related both to imaginaries produced and circulated, for exam-
ple, via Hollywood film, and self-image—as seen in the neoliberal obses-
sion with self-representation and self-surveillance that manifests through
selfie culture and the kinds of self-marketing and promotion that happen
via social media applications such as Facebook, Instagram, and Snapchat.
In their contribution to the book, Andrew Hammerand and Bucky
Miller provide a photo-essay that simultaneously plays with and critiques
both physical mechanisms and sites of surveillance as well as aesthetic
expressions of surveillance or paranoid chic. These images both capture
and critique the present cultural condition of paranoia and surveillance.
We are extremely fortunate for the contribution of jan jagodzinski,
whose genius work on paranoia and education predate this book by over a
decade. In his essay for this book, jagodzinski draws upon psychoanalytic
and post-psychoanalytic theorizations of paranoia as they inform upon the
use of ‘dangerous images’ (i.e. controversial, extreme, or challenging
imaginaries) in the classroom. Focusing on the paranoiac refusal of such
images as they might destabilize, contort, or ‘penetrate’ the accepted
worldview of the student, jagodzinski articulates how paranoia functions
as a means to keep one’s eyes closed to the unthought, or rather, to those
imaginaries that exceed those accepted images of the world that shore up
student subjectivity and buttress it against the excess of the real that par-
ticular images, in their extremity and violence, return to us. However, this
kind of paranoia can also have the more positive effect of revealing how
vision and knowledge are in fact framed in particular ways to begin with.
Finally, jagodzinski evokes the challenges of teaching that avoid the trap-
pings of both the paranoiac refusal to look and the neoliberal impetus that
we, as consumers, are impelled to look.
In the last chapter of section one, Doug Aoki takes up a related line of
questioning that is connected to self-image, particularly the presentation of
one’s ‘professional’ educator self via social media and in (and out of) the
classroom. Addressing two ways this kind of professorial paranoia emerges—
the refusal of ‘friending’ students on Facebook as well as the insistence of
being called ‘Dr.’ by one’s students—Aoki problematizes these enactments
of paranoia, discussing how this paranoia reveals an expression of ego
entwined with a culturally located form of academic ­self-­perception anti-
thetical to the pedagogy and wisdom tradition of karate-dō 空手道.
 PREFACE
   ix

In SECTION TWO: PARANOID SOCIETY, authors address such

questions as: How does neoliberal economics require paranoia to sustain
itself and, following, what kinds of social potentials might be liberated
from under paranoiac social organization?; How does/might paranoia
support and promote public fantasy?; Where today might educational
research and practice express paranoiac tendencies?; and, How might con-
temporary calls for educational fundamentalism be analyzed as a symptom
of paranoia? In a general sense, these questions aim to investigate how
meaning becomes fixed within the dogmatism of paranoiac thinking. Such
investigation is crucial today insofar as paranoiac modes of social produc-
tion tend to fix meaning and knowledge in ways that prevent flows of new
meaning, which works to concretize meaning and thus restrict meaning
from changing. In this second section of the book, the authors seek to
understand how current paranoiac libidinal investments in contemporary
social issues encode meaning and help to shape and fix social structures,
including educational systems and practices.
In our contribution to the collection, we (Jenny Sandlin and Jason
Wallin) use a case study of the religious cartoon tracts of Jack T. Chick to
examine how paranoia functions to both regulate and constrain desire.
Here, we take up paranoia as constituting one way of coding or socially
organizing desire within capitalist societies, and thus view it as not merely
a purely psychological, but also a social process. In particular, we explore
the paranoiac investments of Christian Fundamentalism, which is on the
rise in the United States and increasingly influences social, cultural, eco-
nomic, educational, and political decision-making. We examine the para-
noiac worldviews of the Christian Fundamentalist cartoons of Jack T. Chick,
which we argue construct and transmit social and political beliefs along
with their theological messages. These messages include the paranoiac anx-
iety that Satan is working through a host of peoples and practices, includ-
ing communism, Masonry, the Easter Bunny and Santa Claus, Harry
Potter, Islam, Dungeons and Dragons, and many more. Moving beyond
examining this particular paranoid fundamentalist Christian worldview, we
use Chick’s cartoon tracts to illuminate the functions of paranoia in broader
capitalist society, including explicating how this paranoiac mode of social
organization permeates more formal educational realms, particularly edu-
cational policy and practice as well as the academic fields of curriculum
studies and curriculum theorizing.
While the kinds of libidinal paranoiac investments Mark Helmsing
explores in his contribution to the collection are perhaps less dramatic than
x PREFACE

those espoused by Donald Trump or Jack Chick, they are equally capable
of producing particular kinds of subjectivities around what it means to be a
good American citizen. Helmsing turns his attention to the social studies
classroom to explore how social studies marshals paranoid affect to pro-
duce particular kinds of citizens and consumers. He presents two case stud-
ies of social studies teachers teaching the high school courses American
History and Geography and History of the World, to explore how the para-
noid pedagogies utilized within social studies education employ certainty
and centrality to fix a particular vision of what social studies is and what
‘correct’ interpretations of US history are. Helmsing describes how social
studies helps to present a paranoiac fantasy of American history and culture
that baptizes students into a particular patriotic vision of American citizen-
ship, where Middle Eastern countries and peoples are presented as ‘the
enemy,’ learning about the ‘Other’ involves seeing America as the center of
the world, and the superiority of the United States is reinforced at every
turn. Furthermore, Helmsing argues that social studies itself is a paranoid
fantasy, as it does not exist in ‘the real world,’ but, rather, is a fiction con-
structed out of the fear that young people will not grow up to become
patriotic citizens who inhabit conservative, neoliberal values. Helmsing
argues that social studies education—through certainty and centrality—
fixes its vision and practice on certain ways of thinking and being, which
closes off all other possibilities. Thus, we are provided with another exam-
ple of how meaning becomes coded with a paranoiac structure, which helps
us to further understand how meaning becomes concretized in univocal
ways and thus difficult to change.
One final example of how paranoiac social structures code meaning in
ways that are certain, sweeping, regressive, and dogmatic is presented in
the final contribution to this section. Here, Nathalia Jaramillo and Erik
Malewski explore the resurgence of nativist educational policy reforms
across the United States and the corresponding public discourses that
position immigrants as invaders of a foreign body. Jaramillo and Malewski
discuss how the kinds of social paranoia we discuss above—which are cur-
rently front and center in political discussions across the globe and gaining
even more attention via Donald Trump’s presidential campaign and presi-
dency—thrive under fears of scarce resources where immigrants are por-
trayed as taking jobs and public resources. Using Arizona as a case study,
Jaramillo and Malewski illustrate how social paranoia over immigration
manifests in successive attempts by government leaders to mask, erase, and
 PREFACE
   xi

deny historical trauma. The authors argue that while the United States is
made up of largely unceded territories, this fact is lost on a nation that
continuously equates immigration control with the war on terror. Jaramillo
and Malewski address the history of nativist ideologies and their connec-
tions to a wider geopolitical struggle for wealth and resources and the
transformation of democratic impulses toward isolationism and hierarchy.
Finally, to counter such paranoiac affective investments and the oppressive
meanings they code into society and culture, they call for what they term
epistemological studies of ignorance and the use of decolonial pedagogies,
and offer the concept and practice of comunalidad as a tactic for finding
voice and community.
Finally, in SECTION THREE: PARANOID PEDAGOGIES, authors
address questions such as: How might paranoia be rehabilitated from
under its pathological and negative conceptualization as to mobilize new
conditions for understanding and critiquing the present state of society
and education?; How might paranoia function as a mode of cultural cri-
tique and aesthetic imagination recalcitrant to the obfuscating powers of
the media and/or public opinion?; What are the specific functions and
forms of paranoia as a form of social production and in turn, what kind of
social body is paranoia capable of producing?; and, What is the character
of the transferential relationship between social paranoia and individual
pathology? This final section aims to reclaim paranoia from its condemna-
tion as a psychical disorder and bulwark against social progress and change.
Significant to the scope of this project, this final section takes seriously the
proposition that paranoia functions as a mode of social production that
might resist present trajectories of neoliberal capitalism.
Towards this productive rethinking of paranoia, Jennie Stearns and
Charlie Blake develop a vision of pedagogy born from the nuptials of
paranoia and parasitosis. Drawing upon a diversity of educational and phil-
osophical thinking, Stearns and Blake speculate that the parasite and the
paranoia it induces is capable of reorienting the pedagogically implicated
concepts of hospitality, sacrifice, and the Freirian liberatory impulse of
pedagogy of the oppressed. They argue that the ostensibly ‘delusional’ para-
noia of Morgellons (the paranoiac belief that the skin is infested with
imperceptible, inanimate material) is a conceptual and affective resource
for instantiating new forms of subjectivity and resistance significant to the
challenges of the twenty-first century. Accelerating the paranoiac
tendencies of Morgellons, Stearns and Blake argue for a productive
­
xii PREFACE

paranoia that coincides with an ecopedagogical ethics of openness towards

the Other, defined as both the inhuman and the recognition of the inhu-
man in the human.
Next, Jake Burdick examines the potentially productive pedagogies
embedded in conspiracy theorizing. In his chapter, Burdick argues that
paranoia and the political logics of conspiracy theorizing constitute poten-
tial modes of resisting the social psychosis of late capitalism, as he takes up
a critique of Hofstadter and Jameson’s vast influence upon the study of
conspiratorial thought. Drawing upon Lacanian theory and its unique
conceptualization of paranoia, Burdick develops a portrait of paranoid
psychosis as a productive, critically pedagogical disposition. Contrary to
the pathological characterization of the paranoiac, Burdick theorizes the
conspiracy theorist as a subject caught in the symptomatic machinations of
truth seeking, informing by way of its positive disposition to critical doubt
a mode of political resistance recalcitrant to the perpetuation of oppressive
social formations and their affective inscription upon life. Paradigmatic of
this section’s aims, Burdick argues for a more nuanced conceptualization
of paranoia divorced from the pathological characterization of the para-
noiac or the presumption that paranoia refers to a specific fantasy object of
desire. Deploying the complex conceptualizations of desire and pleasure
in Lacanian psychoanalytic theory, Burdick draws upon and expands the
notion of critical paranoia, particularly as it informs a style of rational con-
spiracy theorizing concerned foremost with routing the inscription of
oppressive social formations on the body.
Assuming a singular approach to the study and performance of para-
noia’s productive potential, Jorge Lucero, with Julio Cesar Morales,
concludes the book with an experimental bricolage. In three ‘movements’,
Lucero demonstrates the potential socio-political force of paranoia as it
might be understood as a mode of nonterminating resistance. With artist
Julio Cesar Morales, Lucero’s chapter assembles Morales’ paintings of
undocumented immigrants, the transcription of a performed conversation
between himself and Morales, and finally, an essay on the generative con-
ditions of educational standardization. Across these sections, Lucero aims
to introduce new parameters for imagining paranoia and inducing a para-
noiac imaginary through the revelation of paranoiac suspicions of manipu-
lation and subterfuge. Across the chapter, Lucero and Morales suggest a
form of arts based paranoia that intends to shock the apparent world. This
is accomplished, in part, through Lucero’s performative amplification of
the paranoiac’s obsession for the unseen world. It is in this performative
 PREFACE
   xiii

mode that Lucero ‘shocks’ the reader by inducing the paranoiac’s capacity
for imagining the other, thereby producing a dilated image of the world in
potentially productive, transversal tension, with the accepted world and its
establishment imaginaries.

Jennifer A. Sandlin
 Jason J. Wallin
 Contents

1 Out of Our Minds: A Haphazard Consideration

of Paranoia and Its Antecedents1
Jason J. Wallin and Jennifer A. Sandlin

Part I Paranoid Aesthetics27

2 The Menticide Sequence29

Andrew Hammerand and Bucky Miller

3 Penetrating Images: Paranoia in Media Pedagogy37

jan jagodzinski

4 Pedagogy and Distance55

Doug Aoki

Part II Paranoid Society67

5 ‘The Last Judge’: The Paranoid Social Machine

of Jack T. Chick’s Religious Tracts69
Jennifer A. Sandlin and Jason J. Wallin

xv
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