Foreword -- Introduction: Student Voice: A Companion to “Democracy and Its Discontents” -- Critical Literacy: One Family at a Time -- Embracing the Criticism: Barbara Comber -- Sometimes It’s Easier to Find Yourself by Pretending You Are Somebody Else: How I Used ‘Practice Identities’ to Discover the Real Me -- Apartheid South Africa and Its Intersections: Modern-Day Toronto Schooling for Black Students -- Mathematics Is a Powerful Tool: Let’s Get Critical about It -- Doing Critical Literacy in China’s English Education -- Following Citations: What Philosophical Specificity Can Teach Us -- Hilary Janks: A Critical Annotated Bibliography -- An Analysis of the Ontario Curriculum Grade 10: The Creation of a Productive and Submissive Populous -- Reimagining Curriculum: Engaging Students in Critical Literacy -- Epilogue: Revisiting Student Voice: Is Democracy Enough? .Student Voice: A Companion to Democracy and Its Discontents serves two primary purposes. First, as the title of the volume suggests, it serves as a companion text to Democracy and Its Discontents: Critical Literacy across Global Contexts (Sense Publishers, 2015). Second, the volume features critical dialogues between emerging and established scholars in the field of critical literacy education, broadly defined. It brings together a collection of essays that speak to the possibilities of taking a critical approach to language and literacy education. The contributing authors draw on their life stories and professional experiences to make a strong case for taking a critical approach to education. They demonstrate that the act of teaching always involves a grappling with the entanglement of social, cultural and political forces. In this sense, education is always a normative and ethical enterprise. The authors featured in this book will encourage readers to re-imagine critical education and its emancipatory potential in an age of neo-conservative and corporate assaults on education. This volume, written in a lucid and accessible manner, will appeal to a broad readership interested in education. It will be an informative and engaging text in graduate and undergraduate courses on language and literacy education, teacher education, education policy studies, and curriculum studies. In-service teachers, teacher-educators, and school administrators will also find it to be a valuable resource. Karyn Cooper is an Associate Professor and Sardar M. Anwaruddin is a PhD candidate in the Department of Curriculum, Teaching and Learning at the Ontario Institute for Studies in Education (OISE) of the University of Toronto. .