Described as "post-experimental" and of the "post-post period," the current moment in social science research is typified by multi-voiced texts, researcher reflexivity, cultural criticism, and experimental works; characteristics in keeping with post-structurally informed understandings of social science research as contingent, evolving and messy. However, many researchers concerned with environmental education continue within positivistic or post-positivistic traditions, relying on understandings of reality as something that is out there to be discovered or approximated. This article explores the methodological considerations of post-informed research, seeking to contribute to discussions of how environmental education research might better take issues of representation, legitimation, and politics into account.