Voice has become a common goal of educational research and pedagogical practices aimed at equity and social justice. That is, bringing marginalized groups "to" voice, allowing diverse students to "have" a voice, and setting up classrooms that privilege silenced voices are frequent goals in educational research and practice. In this article the author looks to the work of Italian feminist philosopher Adriana Cavarero for what she might contribute to the possibility of voice work. The author suggests that Cavarero's account of narrative and relationality offers a powerful way to think about the ethical stakes of voice work. Cavarero offers a philosophically rigorous articulation of voice that can contribute productively to debates on voice in educational research and practice. Cavarero's position is helpful because on the one hand she draws on poststructuralist thought, often viewed as the tradition offering the sharpest critique of "voice"; yet, on the other hand, she locates "voice" in the form of narrative or the narratable self as the location of ethical possibility. Her work is a reminder that ethics can't merely be about quantifying and mapping identities and relations of power--it has to also be about specific relationships. "Voice" of the sort that Cavarero discusses, does not need to be published to be heard, does not need an "author" to be hers, and does not need to be quantified to be indicative of a life worth living.