In the spirit of questioning, crossing, and blurring disciplinary borders with(in) mathematics education, this paper proposes a theoretical framework that merges conceptions of critical literacy and statistical literacy for high school mathematics curriculum. I begin by discussing the political nature of education and then situate this work within the goals of education for active citizenship. Next, I provide a detailed background of both critical and statistical literacy from multiple educational research perspectives. Lastly, by synthesizing notions of critical and statistical literacy, I present a theoretical framework for a critical statistical literacy in the context of high school mathematics curriculum. [For the complete proceedings, see ED583608.]