Abstract

Constructivism, contextualization, and critique—these three concepts are central to and representative of educational research. This article elaborates in three steps why it is important for educational research to engage epistemologically with Bruno Latour and Actor-Network Theory (ANT) in order to revise these basic concepts. The first section identifies some of the historical trajectories that helped to establish the belief in constructivism, contextualization, and critique in educational research. A second section deals with the shifts Latour proposes in order to revision constructivism and contextualization, and, in doing so, to reframe critique. I suggest that this reframing may be called ‘post-critique’. A third section takes up the example of the history of educational technologies to illustrate why it is important to link epistemology and history in educational research and how exactly this can be done by ‘making’ post-critical history with Latour and ANT.