In this article, the authors draw from their own research and practice to begin considering what it might mean to create and enact a "critical pedagogy of consumption." They provide descriptive examples of activist-educators that suggest foundational aspects of what a critical pedagogy of consumption might look like in both its practical and theoretical registers. These descriptions should not be considered prescriptive in nature, as if these methods were culturally or socially relevant across all manner of global economic consumer experience. These examples demonstrate how a critical pedagogy of consumption ignites the imagination, helps learners to envision and realize new ways of being outside of the commodity's grip, and encourages learners to become active creators of knowledge rather than passive recipients.