I have tried to characterise critical mathematics education in terms of a number of preoccupations. However, I do not see such preoccupations as taking up any systematic form. They cannot be enumerated. In fact I have only formulated preoccupations indirectly by referring to some more overall issues as follows. Mathematics education is undetermined. It has no essence. It can be elaborated in many different ways and come to serve very different socio-political, economic and cultural interests. One could see a mathematics education as submitting to a logic of domination and control. One could also imagine a mathematics education that could prepare for a critical citizenship.