Drawing on the theoretical insights of Gert Biesta, Judith Butler, Paulo Freire and Kevin Kumashiro, this article critically examines current trends in citizenship and emancipatory education and the challenges and opportunities associated with promoting social action and academic freedom. It considers how contemporary political, social, ideological, environmental and economic developments contribute to increased precarity, risk and insecurity. It also emphasizes the relational interdependence between adults and children and their ethical responsibilities towards others. Moreover, it points to the roles, capacities and responsibilities of adults and children in transformative processes. The starting point for critical discussion and analysis is five contemporary cases related to citizenship education, emancipatory education and approaches to social action, as presented in this Special Issue of Citizenship Teaching & Learning. It explores the concepts of critical thinking, the importance of deliberative dialogue, the creation of a safe space and children's capacity to imagine and resist. This article aims to analyse and engage in a dialogue with the central ideas presented in the articles in this Special Issue. We do not intend to dismiss or misinterpret the authors' key concepts or perspectives. Instead, we emphasize the importance of critical dialogue, critical thinking and an open academic environment as the essential foundations for citizenship education and democracy.