For many faculty members in colleges of education, social justice is a concept they teach or a lens that frames their scholarship about efforts to combat injustice in settings outside the university. Rarely does it serve as a lens for understanding or guiding the ordinary activities of faculty service, such as engagement in faculty governance. Yet the increasing corporatization of universities and its concomitant threats to academic communities as inclusive and democratic decision-making spheres necessitates the study of faculty governance within a critical social justice framework. This article, contextualized in a multi-campus college of education in a large, public university on the east coast of the US, addresses how leaders in faculty governance extended the principles of diversity and social justice taught in their classrooms to leadership practice and democratic decision-making within a college of education. Highlighted are practical strategies for increasing faculty voice and leadership listening and a critical reflection on the implications of the struggle for democratic decision-making within autocratic, corporatized organizational cultures. (Contains 2 tables, 1 figure and 1 note.)