This is Ghanaian case study that focuses on widening participation in national education policy-making via a social justice panel. It analyses the narratives of two former members of the Ghana Education Reform Committee and focus-groups interviews of ordinary Ghanaians. While the narratives of commission members are in favour of maintaining the status-quo, those of the focus groups express a strong interest in having opportunities to relate issues about the schooling system in Ghana. The paper suggests the social justice model as the most appropriate model to address the exclusion of ordinary Ghanaians from the education policy-making table. The conclusion makes democratic, moral and implementation arguments for the participation of that segment of the population in national education policy-making.