This chapter critically explores the concept of neutrality in education, particularly within higher education, by examining the power dynamics that often underlie its use. While neutrality is often regarded as impartial, it frequently reinforces the existing power structures, especially in the gradual and irrevocable shift to neoliberalism in higher education. By considering the work of critical theorists such as Giroux, Chomsky, and Connell, I explore how universities have been transformed from institutions focused on working in the interest of society into market-driven entities that have, by definition, a very different set of goals. This shift, I argue, has redefined education as a commodity, prioritising profitability and competition over the core values of intellectual growth, equity, and social purpose. Reflecting on my academic journey, I examine how this transformation has reshaped institutional priorities, focusing on metrics and marketability at the expense of intellectual curiosity and critical inquiry. This commodification of education is not just a theoretical critique but a lived experience. I also address the challenges faced as a leader in navigating these tensions, advocating for equity-driven policies and a focus on transformative education. Ultimately, I suggest that, at least in higher education, it is impossible to be apolitical or neutral as the ever-powerful neoliberal framework restricts the ability of universities to provide education for the public good.