Equal access to education is not enough to guarantee that all students are receiving the same quality education. Curricular knowledge does not exist value-free; it is affected by the context in which it exists--with teachers, school officials, syllabus committees, and education policymakers, among others, influencing the social process through which students are educated. This paper is concerned with social justice in education, and contends that the curriculum and teachers' work should be given central roles in bringing it about. A model of curricular justice that is based on three principles is proposed. First, in order to prepare all citizens for participation in democracies, social justice requires that a common curricula must be provided to all students. Such an education ideally would involve ungraded and cooperative learning practices in respect to the common curriculum. Second, since the current curriculum embodies the interests of the most advantaged, social justice requires a "counter-hegemonic" curriculum, designed to embody the interests and perspectives of the least advantaged. The third criterion involves the recognition that as well as imparting knowledge, educators engage in a process of producing and reproducing social relationships. This means that "equality" cannot be static; it is always being produced or reproduced in greater or lesser degrees. This criterion of curricular justice involves producing educational strategies that produce greater equality in the whole set of social relationships to which the educational system is linked. A list of 34 references is included. (DB)