The modern society can be described as a globalized risk society characterised by increasing complexity and unpredictable consequences of techno-scientific innovations and production. One example is the “chemicalisation” of our society, bodies and nature. Actually one could even talk about a ”chemical oppression”, where we all – mainly unaware – are exposed to different risk-related chemicals, such as additives and contaminants, in our everyday life. Some examples, sometimes reported on in the public debate, are phtalates and perfluorated chemicals. But probably these groups of chemicals are only the top of an iceberg. Therefore, we think that risk-related chemicals should be discussed more in school and the discussion should be about e.g. knowledge uncertainties concerning chemical risks and actors’ interplay in the so-called ”chemical society”. However today, as illustrated with two examples (nanotechnology and plastics) from a lower-secondary chemistry textbook, the oppression seems to continue into the science/chemistry classroom. Chemical applications are often treated in an unproblematizing way in textbooks and teaching. Critical pedagogy opens up for a breaking of the chemical oppression through the science education. Furthermore, by puting emphasis in school on the chemical oppression, the society will get educated citizens – with critical scientific literacy – who are able to assess and value information about environmental chemicals and chemical risks, and also to take educated actions against the chemical oppression. The paper was part of the symposium "New perspectives for raising the relevance of science education" chaired by Ingo Eilks, Institute for Science Education, University of Bremen, Germany.