In this article, we argue that when teaching about and for social and environmental justice, teachers need to move beyond promoting individual behavior changes as a primary means to counter complex, global problems. Further, we advocate for a more robust strategy for teaching about and for social and environmental justice that not only raises awareness about oppression, inequality, and destruction, but also, and more importantly, interrogates how we define and operationalize the concept of justice. This, we believe, makes for a more educative experience and better prepares students for life in a pluralistic and multicultural society.