Social justice mathematics educators explicitly aim to develop students' sociopolitical consciousness in addition to teaching mathematics content (Gutiérrez 2013; Gutstein 2006). Sociopolitical consciousness refers to Paulo Freire's (1970) concept of "conscientização," or learning to perceive social, political, and economic contradictions (35). In this article, Kari Kokka provides a definition of Social Justice Mathematics (SJM) and explores three dilemmas that arise with SJM instruction. She also suggests ways in which collaboration among students, educators, and researchers may address these dilemmas.