This paper argues the need for critical discourse that at once illuminates the nature of injustices that plague society and the need to examine the political and ideological as well as pedagogical nature of social justice as an imperative for teacher education and practice. Given the reality of injustices in society, there can be little question about the importance or enormity of the task before teacher educators in reclaiming what may be argued as a Utopian imagination for more socially-just teaching and learning in the current political climate. Perhaps, Jenlink contends, social justice for teacher preparation and practice will and should remain a Utopian dream--something always before teacher educators to draw them into the struggle against injustices in society rather than an achievable goal that lest, once reached, they turn their attention elsewhere.