Drawing on critical, hermeneutic, and Indigenous insights in education, in this special issue a range of curriculum scholars weigh in on the nature of truth and post-truth in relation to education specifically, as well as our situations as humans more generally. The four scholars in this special issue open up vital discussions: What are the possibilities for a social studies curriculum that heals us conceptually, ethically, pedagogically at a time when all our beliefs and values, in community and culture, are being unsettled and tested? As we approach social studies in our classrooms and “the social” more generally, these authors call on us to put careful thought and action into how we, as human beings, want to live together with others.