Universities serve several important functions in society today through
research, education, and community engagement, not least helping people
to live meaningfully in society and create a world worth living in. A
kind of practice that seems particularly important in fulfilling such
responsibilities is critical educational praxis, a social-justice
oriented, educational practice/praxis, with a focus on asking critical
questions and creating conditions for positive change. Yet, the
contemporary university is not exactly a niche for critical
educational praxis. There are practices and arrangements within higher
education that make the enactment of critical educational praxis
challenging. This paper explores this concern by explicating the notion
of critical educational praxis and examining enablers and constraints
for critical educational praxis drawing on an empirical study conducted
in one university setting. Our aim is to prompt consideration of the
kind of university ecosystems currently being created, and the
implications for academic communities and society.