This edited book explores the under-analyzed significance and
function of paranoia as a psychological habitus of the contemporary
educational and social moment. The editors and contributors argue
that the desire for epistemological truth beyond uncertainty
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 further inquires into the ways in which paranoia
functions to shape the social order and the material desire of
subjects operating within it. Furthermore, the book aims to
understand how the paranoiac imaginary endemic to contemporary
educational thought manifests itself throughout the social field
and what issues it makes manifest for teachers, teacher educators,
and academics working toward social transformation.
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