Using Marilyn Frankenstein’s germinal 1983 article “Critical Mathematics Education: An Application of Paulo Freire’s Epistemology” and Ole Skovsmose’s 1985 germinal article “Mathematics Education Versus Critical Education” as credible “start points”, critical mathematics or more broadly, social justice mathematics, is marking three decades of empowering yet uncertain possibilities. Nonetheless, there are two recurring questions: What is it? and What does it “look like”? Drawing on the collective stories (and wisdom) of critical mathematics educators, this symposium aims to offer some open, non-definitive answers to these two questions.