The data are clear. Actually, the inequalities in the world are the deepest since 2^ndWorld War. And what is even worse, the economic crisis, globalization, neoliberal policies ... will increase the gap in the coming years.

It´s sure that in the fight for a fair society the education plays a key role. Although no one doubts that it is the instrument used by society to legitimize injustice through its power to grant and deny titles (Connell, 1997), it has also been demonstrated its capability to compensate differences in the point of departure and contribute to social mobility. Thus, education for social justice necessarily involves some work from schools and Social Justice (Cochran-Smith et al, 2009; Dubet, 2004; Petrou, Angelides & Leigh, 2009

The expression "Social Justice" in general, but especially applied the educational field appears as too ambiguous and slippery (Troyna and Vincent, 1995; Fazal Rizvi, 1998, Griffiths, 2003). So, you may have to share with Griffiths (2003: 55) the idea of thinking "social justice as a verb", ie, a dynamic project, never complete, finished or achieved "once and for all," should  be always anchor to reflection and improvement.

From this research we assume a three-dimensional view of Social Justice in the three "Rs" (Murillo and Hernández-Castilla, 2012) Redistribution (Economic Justice), both of primary goods (Rawls, 1971) and capabilities (Nusbaumm, 2011; Sen, 2010), recognition (Cultural Justice) (Fraser and Honeth, 2005; Honeth 1996) and representation (Justice Policy) (Fraser, 2008; Young, 2011).

Thus, international research (p.e.  Pitt , 1998; Thrupp & Lupton, 2006; Enterline et al, 2008) have identified some elements that characterize the school functioning and organization working for Social Justice: a) The whole community have shared goals focus on a comprehensive development for all students and endeavour for social justice objectives, b) Has a curriculum concentrated on educating the students as members of a socially cohesive community and includes  them as visible part all its elements related to gender issues, culture, and ethnicity equity c ) Upholds high expectations and provides opportunities for learning for all students and teachers, d ) Provides socially responsible opportunities for creativity and aesthetic innovation ; f) Welfare issues are concerned ; g) Promotes critical thinking in a democratic society; h) Provides opportunities for negotiation with students, parents and other organizations; i) Involves parents in the school and educational community; j) Share experiences with other schools and their environment; k) Offers teaching strategies to support conflict l) It is concerned to provide better planning and extracurricular activities, m)   considers cultural, linguistic aspects and experiences that students and families bring to school, n) has teachers who advocate change and are involved with it, and l) Teaching is viewed as an activity that is related to the assumptions and beliefs of teachers about race , gender, disability and culture.

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