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While the focus in the literature that explores social justice in schools is on American cities, the Canadian context is importantly different. In light of scarcity of research on advocating for social justice within Canadian schools, and implied differences between urban and rural contexts, this is a qualitative pilot study that reveals suggestive insights on the ways administrators, teachers, and other staff in two Canadian high schools, one in an urban area and one in a rural area in the same British Columbia Interior school district, perceive, promote, and/or teach social justice. The study points to substantial gaps in understanding what social justice education means—and how it is practiced—both in an urban and a rural Canadian school.