This dissertation seeks to study perceptions of academics (faculty members) teaching in university departments of preschool and primary education regarding childhood and children’s citizenship, as well as the social role of education, in the light of Critical Pedagogy. Based on nine semi-structured interviews the study aims to understand the informants’ perceptions about children’s citizenship, social and political participation, whether they consider children’s citizenship to be potential or active and how they understand this being promoted by the educational system. Finally, the study focuses on the informants’ perceptions regarding their own role and how they identify themselves in relation to Critical Pedagogy.