Abstract
The purpose of this review of literature was to examine the tenets of social justice in relevant music education research. The goal of the paper was to provide music educators with a starting place to critically examine their teaching and practices within the music classroom. The review brought forward the notion that social justice in music education is not a one-size-fits-all approach. There are many complexities and layers to each individual or group that a music educator serves. Participation in music has the potential to communicate to students that they are valued, and musicing can be used as a vehicle to share stories and experiences. Social justice in music education is used to examine the injustices and strive to create a more equitable space where all can feel seen, heard, and uplifted.