This prologue sets the stage for nine articles from a variety of disciplines, as well as theoretical and methodological approaches, that discuss curriculum theorizing in post-truth era. This is about coming out: about being, doing, and becoming uncomfortable; reflecting the space-time-mattering (Barad, 2011) in which we live. In November 2016, I proposed five panels to the Thirteenth International Congress of Qualitative Inquiry Annual in light (or shade) of the 2016 U.S. Presidential election. In the panels, more than 20 educational scholars and activists shared their papers and discussed issues of educational policy, teaching, curriculum studies, educational research, and multicultural education in the post-election times. The significance of the topic urged us to do more with and about it. This special issue is another attempt to address the current conditions of post-truth in curriculum theorizing.
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