This chapter begins by reviewing the values, principles, and intellectual history of critical pedagogy, before turning to its application in the growing subfield of critical digital pedagogy. Online education itself is a vast field of practice and research, concentrated in a post-secondary context that continues to transform alongside the present history of the pandemic; notable is the isolation of scholarship in secondary contexts, which I argue has much to gain from deepening its engagement with scholarship in tertiary education. Critical digital pedagogy is one inroad to that connection, with a shared concern for social transformation, anti-discrimination, and extra-institutional questions of distribution and access, power, and control. With an increasing focus in educational policy on online education in secondary schools, critical digital pedagogy attunes us to the growth of corporate influence in classrooms, mass surveillance, and big data, shaping the future of public education.