In this course we will collectively explore the role of language education in the pursuit of social justice at multiple scales (“me-cro”, micro, meso, and macro). The course focuses on cultivating knowledge, skills, and dispositions to engage in the what, how, and why of language teaching and social justice, centering the role of tensions in this work. Definitions of key concepts will be discussed (e.g., critical literacy, critical pedagogy, critical consciousness, diversity, equity, inclusion, access, power, privilege, oppression). We will examine our own positionalities and commitments in relation to language education and the contexts where we (plan to) teach. In the second half of the course, we will focus on creating tasks, activities, lessons, and units that integrate language learning with social justice aims. We will explore case studies and scenarios related to language education and social justice, analyzing these at various temporal and spatial scales. Each student will select a language/social justice topic for their final project focused on critical engagement, advocacy, and action relevant for their teaching context.