Historically, the emergence and success of the sociology of education in Europe can be explained by some common interests between the developments of the Welfare State and the objective of reducing inequality of opportunities. The critical stance of sociology, in the vein of Marxist and Structuralist theories, advanced the cause of democratization of access to education in shaping the model of the comprehensive school (McKenzie, 2014). Sociology of education was also considered as a legitimate science speaking truth with the development of social statistics and the State’s concern for governing and controlling population at distance (Kivinen, Rinne, 1998; Normand, 2013, Rose, Miller, 1992). Today, several factors contribute to weakening this scientific and critical project, silencing the voice of truth and accepting the “post truth” world. There is the influence of the New Right’s rhetoric which undermines progressive ideas but succeeds in making the establishment (Apple, 2001), and particularly sociology and its critique, the root of the problem. Private and non-statist institutions (think tanks, consultancies, corporate businesses) that delegitimize sociological expertise and facts, and propose short-term and utilitarian solutions for policy-makers in the “post fact” world (Ball, 2012) are on the rise. Experimental economics, psychology and evidence-based technologies which are becoming the dominant paradigms in the evaluation of education programs and policies (Lingard, 2013; Normand, 2016). Facing these evolutions, voicing sociological expertise and its critique grounded in facts meets difficulties, since they appear as a demoralizing, pessimistic and conservative ways of thinking, incapable of welcoming modernity. These evolutions also question the sociological discipline itself. In defying Marxism and Structuralism, it has tended to invest micro-objects, case studies and micro-narratives on behalf of a social constructivism which has become progressively blind to the global, in a time of big data and international surveys held by International Organizations, as well as to societal transformations impacting education in Europe (Life Long Learning strategy) (Lawn & Normand, 2014; Rinne et al, 2014). Another dimension concerns transdisciplinary injunctions held by European and national calls and new requirements in funding research projects which force a compromise with disciplines whose normative approaches are not challenged. Consequently, it dilutes the critical stance of sociologists within a consensual reformism. In unfolding and demystifying the scientific production of knowledge, in showing shadow networks, alliances, and power relationships behind it, it has largely contributed to legitimate a new politics of science in which paradoxically the place of critical sociology is minored.