This study highlights one semester of ongoing research reflecting how preservice English students performed dispositions for social justice. This work draws on a postmethod approach, observing participants' artifacts and participation in a variety of classroom activities. By tapping into participants' funds of social justice knowledge, it explored how their inner filters and inclinations have implications for spatializing social justice into future classrooms. Outcomes of this study provide the possibility for (1) understanding how a disposition for social justice can be cultivated, (2) spatializing social justice teaching across contexts, (3) disrupting educational inequities in English classrooms, and (4) developing performance-based assessments.