Facts have become so ubiquitous that they are near meaningless in the eyes of the populace. People are so barraged with competing information that they are desensitized to information that doesn't fit neatly into their worldviews. This is the nature of the post-truth era in which we find ourselves. And if facts don't matter, then what does that mean for researchers? What do we do when "currency"--facts--begins to fail? What, then, is the purpose of research if the likelihood of facts bringing about positive social change is suspect? Along these same lines, what does this mean for education, and specifically critical pedagogy? How do we engage learners in reading the word and the world when the world has taken a post-truth turn? In this article, the author takes up these questions by sketching the contours of the post-truth era and positioning the academic researcher within this context. They highlight the problematic dynamics that emerge when academic researchers are compelled to work according to modernist, neoliberal logics of production and extraction (Kuntz 2015) on a post-truth backdrop that undermines the use value of the products of their labor (i.e., facts).