What is teaching and learning mathematics for social justice (TLMSJ)? How has TLMSJ been taken up in mathematics education--both historically and contemporarily? Along with unpacking these two central questions, this article assesses the current capacity and stance of TLMSJ toward addressing issues of racial injustice. The authors begin with an overview of TLMSJ as an epistemic perspective and introduce an analytical lens based on selected tenets of critical race theory. This lens is then used to examine extant TLMSJ scholarship toward broadening the possibilities of justice-oriented scholarship in mathematics education.