The sustained disadvantages suffered by rural schools place the concept of social justice at the centre of any discussion of rural education. However, too often a one-size-fits-all model is adopted that equates it with distribution of resources. Drawing on Iris Marion Young's work, this paper instead demonstrates the necessity of adopting a plural framework of social justice that includes issues of recognition and participation within the current neoliberal environment. The author draws on findings from a qualitative study with teachers in two rural schools in Victoria, Australia. While the teachers acknowledged the importance of a better distribution of resources, just as significant was their concern for issues of power, respect and participation in their work. The author argues that the distributive dimension offers a useful but limited approach and that a plural framework of social justice better informs teachers' experiences, and contributes to their understanding of the contexts in which they work. (Contains 1 note.)