This qualitative study examines critical pedagogy in Japanese adult basic education. The research focuses on what teachers and others think the current conditions are for education that deals with social justice. As part of this, the research looks at how critical pedagogy is conceptualized in this context. Participants in the study (literacy activists, teachers, students) expressed a concern that political shifts in Japan have made it more difficult to engage in social justice education. They also believe that structural changes in adult basic education (e.g., student demographics) have redefined what is possible. However, the study suggests that those involved in adult basic education are still working to create different types of educational spaces and that these spaces have particular political meanings. The suggestion is that spatial analysis may be a helpful way to investigate social justice work in different contexts.