This paper questions how far it is possible to teach for critical hope in English higher education given changes now taking place and that can be anticipated from the self-styled "free-market reform" introduced by the 2003 HE Act. It draws upon Gramsci and Freire to develop a dialogic pedagogy with students at two former polytechnics. It then describes interactions aiming to develop such a pedagogy with ethnically mixed, predominantly female, locally living and working class sociology students at one institution and similar students on an introductory core course for a youth and community degree at the other. The paper invites contributions to what is in effect an evidence-based conversation between the co-authors on how far critical pedagogy can afford students and teachers opportunities to go beyond the commodified transmission of information in specialist academic disciplines and of competences specified for future occupation in the emerging hierarchy of researching, teaching and training universities.