This is a time when education has become even more of a site of struggle. Dominant groups in a number of countries have attempted, often more than a little successfully, to limit criticism, to control access to research that documents the negative effects of their policies, and to deny the possibility of critically democratic alternatives. At the same time, critical perspectives have been built to challenge dominant understandings of education and the larger society. In this article, I want to do three things: 1) provide a general picture of the ideological situation we are facing; 2) publicly reflect on some of the critical perspectives in education that have grown in influence over the past years, since I have some worries about these perspectives if they are not more adequately—and actively—connected to counter-hegemonic movements and struggles; and 3) suggest a set of actions that more adequately deal with the responsibilities of critical educators in a time of crisis and of the growing influences of conservative modernization. In order to do this, I will also need to ground some of my points in a series of personal reflections.