In the process of discussing the significant contributions that Len Barton has made to the sociology of education and to disability studies, I argue that a good deal of critical analyses of power and inequality in education are impoverished by some of their essentialist and reductive tendencies. I use an example taken from disability rights to show how parts of these tendencies can be overcome. I suggest that disability rights movements provide powerful possibilities for the interruption of capitalist ideological forms and their attendant ways of organising and controlling labour. They do this by challenging some of the most fundamental assumptions that underpin capitalist economies and ways of life. By strongly resisting the ways in which paid work and paid workers are treated, new relations are made possible. I connect this example to some of the insightful analyses of the place of affective equality in the struggle for social justice in both a politics of redistribution and a politics of recognition. Building on these arguments, I then argue for a broadened conception of critical research and critical action. I describe nine tasks in which the critical scholar/activists should engage if they are to be true to an enlarged conception of the "public intellectual" and "public sociologist". (Contains 10 notes.)