Background/Context: As of 2006, "social justice" is frequently appearing as the centerpiece of numerous educational settings and spaces, such as article and book titles, teacher activist organizations, teacher education policy documents and mission statements, and scholarly conferences. Unfortunately, the organizations and individuals employing this label often fail to elaborate the substantive meaning of social justice education and the implications of its use. Objective and Research Design: Given the wide range of terms and projects used to describe education for social justice, a focused analysis on the tensions and contradictions inherent in these models can render explicit and debatable their underlying assumptions and claims. To promote greater discussion about the possibilities for, and situational constraints on, education for social justice, the following review of educational literature maps out and evaluates the conflicting discourses about, and approaches to, social justice education. Conclusions: The author concludes that singular approaches to education for social justice, as well as policy formation processes that exclude or marginalize the actors implicated in them, will not result in more just and equitable forms of education.