This article is based on a keynote paper presented at the European Conference on Educational Research (ECER), University College UCC, Copenhagen, 22-25 August, 2017. In this paper, I problematise the idea that we live in an era of constant change with respect to education and educational research. I claim that what presents itself as change on supra-national as well as national levels, or even in classrooms, more often than not has to do with adjustments within a given reality rather than of a radical and profound change of this same reality. The response to this situation I will suggest is to mobilise radical forms of theory that address the inherent emancipatory and transformational character of education. This kind of theory, I argue, actually also addresses the central characteristics of a truly pluralistic democracy. Drawing on Jacques Rancière and Judith Butler the paper will lay out some arguments for resisting an anti-democratic and anti-pluralistic tendency within what I will call 'pre-Sophist' educational trends and instead promote an education that is concerned with a 'liveable life' for all.