ABSTRACT
This chapter draws upon case studies from different educational contexts and grade-bands to understand what "justice" means in context of feminist activism engaged by women and girls. It examines participants' conceptions of justice and care as related to aims, practices, and outcomes of their activist service-learning work. Despite their differing contexts and ages, Maggie and Sarah think about care as it relates to their social justice aims. The pedagogical use of activism, it is argued, can help students to develop a deeper understanding of feminist issues and promote the development of skills necessary to work toward feminist social change-what term as being justice-oriented. Among feminist pedagogues in particular, justice exists in the practice of activist work in that it grows organically out of reciprocal relationships between community partners-an effort to disrupt patriarchal server-served relationships common in service-learning work. The chapter discusses what the cases tell about how girls and women reconcile justice and care and consider implications for feminist praxis.
