Drawing on respective ideas from within both liberal political philosophy and Frankfurt School critical theory, this paper seeks to examine claims about autonomy and empowerment made on behalf of educational policies such as teacher-led codeswitching; a policy that seeks to empower students from racially marginalised groups by facilitating their proficiency in the language and cultural expressions of societally dominant groups. I set out to evaluate such claims by first sketching two competing formulations of autonomy; namely, (a) liberal autonomy concomitant to political power, and (b) autonomy that arises out of the practice of critical self-reflection. I proceed by testing codeswitching within each formulation to reveal how--in this case--these two conceptualisations of autonomy are educationally incompatible with each other. I conclude by suggesting that educational interventions such as codeswitching may ultimately be complicit in the longer term processes of racialisation and marginalisation that they seek to diminish, not only because they carry the potential to damage minority students' self-integrity, but also because they limit possibilities for both majority and minority students to engage in dialectical encounters that may open avenues to new principles of social and political organisation.