The various social, educational, and political contexts in which students and teachers are engaging in learning today - in-person, online, or hybrid - serve as an urgent call for the learning science community to discuss, develop, and practice a unified theory of Critical Digital Pedagogy - integrating research strands in Critical Pedagogy and Learning Science in technology-rich spaces. While there is a lot of musing and blogging today about critical pedagogy, digital pedagogy, inclusive education, and other adjacent concepts, there is little in the way of experimentation, theory-building, or academic studies. This talk is based on the literature review conducted for the dissertation research question, "How do university professors perceive educational elements aimed at confronting inequities in educational opportunity and achievement that empower students through technological/digital pedagogical approaches?"