Epistemology and history: how to 'make' post-critical history—with Actor-Network Theory and Bruno Latour.

This article focuses on the importance of engaging educational research epistemologically with Bruno Latour's Actor-Network Theory (ANT) to revise the foundational concepts of constructivism, contextualization, and critique. It outlines how Latour's approach challenges traditional critical paradigms by redefining constructivism as a grounded process of "fact-making," reconceptualizing context as actively produced by actors rather than a fixed container, and proposing a "post-critique" stance that emphasizes composition, relationality, and responsibility over debunking or unveiling hidden truths. Using the history of educational technologies after World War II as an example, the article illustrates how post-critical research informed by ANT attends to heterogeneous human and nonhuman networks, embraces emotional attachments, and resists deterministic narratives, thereby fostering more nuanced and inclusive historical accounts. Ultimately, post-critical educational research positions itself as a modest, collaborative practice that co-creates knowledge alongside the actor-networks it studies, rather than claiming authoritative distance or final answers.