This paper introduces the Justice and Dialogic Education (JADE) framework, which integrates dialogic instruction with justice-oriented pedagogies to foster transformative classroom environments. Dialogic instruction emphasizes collaborative, student-centered learning and has been shown to support academic outcomes such as reading comprehension, critical thinking, and persuasive writing. Simultaneously, justice-oriented pedagogies, rooted in asset- and equity-based frameworks, focus on addressing systemic inequities and building critical consciousness by centering students' cultural, linguistic, and experiential knowledge. While both approaches are valuable, we argue for their integration. Joining a growing body of scholarship advocating for justice-centered, dialogic approaches, the JADE framework contributes a novel, stance-based framework that helps teachers navigate the tensions of Science of Reading (SoR)-aligned instruction. JADE consists of three interconnected stances--toward knowledge, interactions, and praxis--each comprising a value orientation (students as co-knowers, collaborators, and co-conspirators) and a pedagogical disposition (mutual reciprocity, agile responsivity, and critical reflexivity). When cultivated, these stances guide educators in creating classrooms where students are active participants in co-constructing knowledge, shaping equitable interactions, and engaging in transformative praxis. This is especially important in the context of SoR-informed literacy instruction, where JADE addresses limitations and offers possibilities by integrating evidence-based practices with principles that center justice and dialogue. This framework is not prescriptive; rather, it serves as a reflective lens that enables educators to critically examine their instructional stances and adapt their practices to support both academic growth and critical consciousness.