Creating a socially just pedagogy from a grassroots level could help address issues of educational injustice. This paper focuses on the creation of the student voice for social justice (SVSJ) pedagogical method that is based on Nancy Fraser's political social justice framework. The resulting approach, developed through participatory action research, involves students in higher education acting as co-investigators and co-constructors in pedagogical planning and implementation. The results of this study indicate that student voice is an essential component of the approach and should include diversity appreciation, student autonomy/freedom, and student identity. Student-centred learning, educators' roles, and shared power are also important considerations to produce a framework for student empowerment. These findings expand Fraser's framework and SVSJ provides insights for education practices at pedagogical and individual levels (such as students and lecturers) that can ensure more socially just learning experiences.