At the dawning of the 21st century, the term "social justice" is appearing in numerous public texts and discourses throughout the field of education. However, and as Gewirtz argued in 1998, the conceptual underpinnings of this catchphrase frequently remain tacit or underexplored. This article elaborates Gewirtz's earlier "mapping" of social justice theories by examining the tensions that emerge when various conceptualizations of social justice collide and, in turn, their implications for the field of education. By presenting a model of the complex, fraught interactions among diverse claims about social justice, the author seeks to promote continued dialogue and reflexivity on the purposes and possibilities of education for social justice. (Contains 1 figure and 15 notes.)