This dissertation investigates how future secondary English teachers construct an understanding of teaching literacy for social justice and how they enact that understanding, particularly with regard for constructing curriculum for and teaching young adult novels online. This research suggests three recommendations for creating strong social-justice oriented teacher education programs. First, these programs should focus on emphasizing multiple dimensions of social justice and preparing preservice teachers for all types of schools. Second, social-justice teacher education programs should include authentic projects (and the uncomfortable moments that come with them) in methods courses to allow preservice teachers to practice teaching for social justice. Third, teacher education programs should afford preservice teachers additional opportunities (in addition to the typical practicum experiences) that allow preservice teachers to apply the theories that they are learning in courses to practice. Using technology can be an effective way to provide these experiences. Using technology in teacher education courses can also encourage preservice teachers to use more educational technology for student engagement in their future classrooms. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]