Westberg, JohannesMarsden, Beth2025-05-232025-05-23http://www.scopus.com/inward/record.url?scp=85217706121&partnerID=8YFLogxKhttps://hdl.handle.net/1885/733752070Critical perspectives have been recurrent in history of education research since the 1960s. In this article, we examine what critical histories of education can be in the twenty-first century, when scepticism towards accepted truths is widespread, and critical analysis has become essential to neoliberal assessment practices. This article identifies four key elements of such research – critique, truth, method, and intended audience – and argues that up-to-date critical histories must engage with these. Using perspectives from Indigenous Studies, it offers reflections on how such histories might be constructed. Although not providing definitive answers, it outlines important considerations for designing critical research, including the type of narratives produced, researcher positionality, the discomfort generated, and how potential audiences are engaged. As a result, this article raises the question of whether research can be truly critical if it does not provoke discomfort for the researcher, or provoke restorative or transformative actions.20en© 2024 The Author(s)applied history of educationcritical pedagogycritiquehistory of educationIndigenous studies202410.24908/encounters.v25i0.1773885217706121