Purpose: This article explores the question of what is meant by justice in pedagogical contexts and whether there is a proven pedagogical concept of justice at all, from which the public and scientific controversies about justice in pedagogical contexts can be judged. Design/Approach/Methods: Instead of developing a positive pedagogical concept of justice, this article analyzes pedagogical injustices and assigns them to different levels of the educational system. Findings: The result is a differentiated pedagogical phenomenology of injustices in pedagogical contexts, which at the same time shows starting points for possible changes. Originality/Value: The originality of this article is that an instrumentalization of education in the service of extra-pedagogical norms of justice is avoided and a pragmatic approach is developed, which shows how pedagogical injustices can be reduced. Although the arguments for this are developed on the basis of discourses held in Germany, they are of general and international importance.