This poster focuses on utilizing social justice in music education as a pedagogical framework to advance student agency and equity in the music classroom. Over the past few decades, social justice (Ryan, 2020), critical pedagogy (Abrahams, 2005), culturally responsive teaching (Gay, 2000), and artistic citizenship (Bradley, 2018) have become more prominent research topics in music education - although they are still often omitted from curricula. These social justice concepts, along with anti-bias education (Derman-Sparks, 2010), form the pillars for the researcher developed social justice pedagogy framework that this poster explores. With increasingly heterogeneous student populations, it is even more important that we understand the significance of these social justice concepts and the potential they have for application in music education settings. Many music teachers may already be unknowingly using elements of social justice pedagogy in their current teaching practices, or may be interested in using them but do not know where to begin. Social justice pedagogy can be applicable for all music teachers - whether currently practicing, teachers in training, or music teacher educators. This framework aims to help music teachers affirm student identity, bring awareness to diversity, advocate for justice, and take action to make sure all students have agency in the music classroom and beyond. Through a deeper understanding of social justice pedagogy concepts, music teachers can better plan lessons that support student’s development of a confident sense of identity, acceptance of human diversity, perception of justice, and the ability to stand up for themselves and others (Learning for Justice, 2022). This poster explores furthering music educators’ understanding of social justice pedagogies through an introduction to each of the framework pillars mentioned above. It aims to empower music educators to implement social justice practices in their teaching, while beginning to think about music education through the lens of social justice pedagogy. Additionally, this framework is important because it provides an overview of social justice pedagogy concepts that can lead to pre-service music educators having the experiences, tools, and self-efficacy necessary to implement socially just practices in their classrooms and beyond. Participants are encouraged to think about how social justice pedagogy can be used in a variety of music education settings and how it might best fit into their educational endeavors. They also learn about why social justice practices are important in education and how to begin formulating them for use in a variety of music education settings.