In this article, the author discusses social justice as a "pedagogy of edge." She argues that educators hold the privilege to begin reframing the dialogue on social justice as a relation of all subjects and to dredge from within the meanings drawn and practices made in honor of justice. This may require a shift away from social justice as a centrality to a focus on its peripheries. To reframe social justice as a study of edges regards "just practices" as being emergent from irony and circumstance, as an intimate gesture as one is thrown into the flux of "it feels right to me," whereby any simple solution or vision must then be met with a leer of skepticism.