In this paper, I explore matters concerning justice and music education. I briefly sketch responses to five interrelated questions: Why should music educators be interested in justice? What is meant by the term social justice and how is it distinguished from justice of other kinds? How do liberal views of humanity, particularly the preciousness of people and living things, serve as a basis for justice, broadly construed? What are the means and ends of re-mediating injustice? How can music educators act on behalf of justice? And I make the case for a comparative view of justice broadly construed and offer several practical steps in working against injustice and towards justice in and on behalf of music education. (Contains 8 notes.)