Mathematics education emerged as a field in the height of modernism in science and mathematics. For decades, modernist psychology provided the dominant framework for inquiry in the field. Recently, this framework has started to sustain questions, leading to an ongoing conversation in the literature about the identity of the field. We join this conversation via a critical notice of a volume that proposes to package postmodern theorists for mathematics educators. We argue that the book falls short of providing a substantive contribution to the conversation, and we present an argument for the role of postmodernism in mathematics education.