This paper was born of the authors' discussions about the imbalance between critique and constructive thinking within the sociology of education, and work on education policy. They were concerned that their research--and the body of work to which their research contributes--is becoming increasingly irrelevant to policy and practice. For British readers this concern about relevance may immediately invoke the "impact" debate in Higher Education. Research "impact" has recently become a further performative measure in the Research Excellence Framework, the UK-wide research audit that underpins the allocation of research funding. The authors resolved to write an article together with set out the terms of debate, reviewing the injustices of the existing systems that reflect a dominant model in neoliberal states in the Global North, and outlining principles for a socially just alternative. The authors sought to further this discussion by inviting leading academics working in the area of education policy, policy sociology, philosophy of education and critical educational theory, many of whom, had made significant contributions to understandings of social justice and education, to submit an article for consideration in this special issue entitled "What Would a Socially Just Education System Look Like?". They also sought out a number of "think pieces" from a range of contributors, including policy-makers, well known education activists and from those who had played a major role in shaping the field. (Contains 3 notes.)