Rather than striving to help students meet some comprehensive set of objectives, schooling for justice should be organized according to a 'minimum conception of schooling' and directed toward supporting students' advancement along a continuum of 'justificatory literacy.' This normative approach to digital age schooling offers an alternative to test-driven and competency-based policymaking and practice at all educational levels. While necessarily vague given the decidedly context-dependent details of such schooling, a framework for how teaching for justificatory literacy might proceed is offered.