As increasing numbers of teachers, schools, and organizations talk about justice and/or equity in mathematics, it’s becoming increasingly clear that often, they mean very different things when they use these words. This session will explore several common conceptions of social justice in math along with their power and their limitations, and offer some complementary, less common conceptions. We’ll examine a few case studies of teachers’ efforts to bring some aspect of social justice into their classrooms, and consider what these cases teach us about what social justice can mean, and what teachers can do. Presented by Grace Chen.