Given the current political context in the United States, the increased explicit and implicit othering of marginalized communities, and the related societal fracturing--often along ideological lines--this article calls for educators to support and participate in school-community partnerships explicitly framed through a lens of social justice to address inequalities and injustice in education and beyond. In making this call, we provide a framework for the explicit naming of social justice within the formation and implementation of school-community partnerships. We do so based on a literature review of extant literature on school-community partnerships illustrating that partnership research, specifically in education, often implicitly suggests social justice ends as opposed to explicitly naming them. Based on this literature review and our framing of partnerships, we encourage researchers and practitioners alike to adopt the regular, explicit naming of social justice in school-community partnership work to ensure that our efforts strive toward justice for all, and especially for those communities and students who are systemically marginalized.