This systematic review aims to identify the Discourses (Gee, 2000) invoked regarding justice in PK-12 mathematics education literature, linking visions and practice. The three Discourses of Justice presented in this manuscript draw upon different visions of justice, where the differences arise through the proposed locus of change -- the individual (Empowerment), the institution (Transformation), and ideologies around purposes of education (Democracy). However, the Discourses also share similarities across the associated teaching practices for each. There are differences in usage of these Discourses across the literature, which present opportunities for innovations in future research and teaching toward a more just math education system. [For the complete proceedings, see ED630210.]