Abstract

The neo‐liberal re‐positioning of the educational‐explorative realm to a vocational market‐confinement has already impacted quite heavily on the educational sector in England and Wales and is now being imposed on a European wide scale. However,global as well as European students’ protests illustrate that resistance to this ideology is gathering pace, and not only involves students and academics but also reaches wider parts of societies. This paper seeks to demonstrate the need for critical
pedagogical practices that seek to sensitise students to the modes of current “conditions of domination”. It further suggests critical criminologists to foster and engage in a process of public, intellectual, and intercultural exchange of ideas about education and educational institutions away from merely rationalistic, one‐dimensional and profit‐orientated ambitions toward a multitude of exchanges about meanings and purposes of such important socio‐cultural and political institutions and processes that shape “subjectivities”, inter‐subjectivities and thus entire socio‐cultural and political spheres. Such processes
and active engagements are crucial to the agenda of critical criminologists, and perhaps most importantly, vital to the continued existence of a critical criminology that understands itself as proper ideology critique.