The articles extend and challenge understandings of communities and critical literacies in learning spaces. These articles consider communities to be expansive and students to be agentive. Specifically, these articles explore the role that dominant discourses in society play in shaping teacher work and talk (Cushing; Hosek & Handsfield; Johnston), they draw from student voices and experiences to consider implications for educators and community members (Boyd & Darragh; Hadley, Burke, & Wright; Lee & Schoonover; Shelton, Guy, & Jones), and they explore the ways that communities shape student identities and literacy experiences (Richardson; Trigos-Carrillo). These articles contribute to the complexity of enacting critical literacies in community spaces and encourage readers to question, challenge, and celebrate the range of experiences, discourses, and identities that shape learning and literacy.