The author examines one particular systematic and normative theorization of social justice in Barry Bull's "Social Justice in Education." Bull embarks on a timely and ambitious theory-to-practice project of grounding an educational theory of social justice in Rawls's seminal, liberal, distributive justice tome. The author argues that in Bull's formulation of social justice principles, he fails adequately to take sociocultural identity into account, particularly with respect to the role it plays in the provenance of conflicts and in what is considered a "fair" resolution. She first defines Rawls's concept of distributive justice, its relation to political liberalism, and how it relates to Bull's concept of social justice. She then focuses her critique of these concepts' meaning and significance for resolving group and identity-based conflict about various educational goods upon Bull's educational principles. (Contains 36 footnotes.)