This edition of Equity Dispatch speaks to educational leaders within systems who, through policy and practice, pigeonhole K-12 educators into inauthentic social justice roles—which push educators to continually reproduce practices that historically marginalize.  Provided within is a socio-cultural history of social justice education theories and their original aims, an interrogation of what systemic transformative change entails, as well as suggestions for how to move beyond a technical strategies-based approach.