“Those who are into spirituality are usually not into justice and those who are into justice are usually not into spirituality.”¹ This comment was made by Nicholas Wolterstorff during his plenary address to the recent conference “Spirituality, Justice, and Pedagogy,” sponsored by the Kuyers Institute for Christian Teaching and Learning, from which the papers in this volume (including that plenary address) are drawn. A similar suspicion lay behind the conception of the conference. There is voluminous discussion of spirituality in education these days, running the full gamut from plans for explicit faith formation through efforts at a mediating “phenomenology of the distinctively human”² to maximally generic ideas of spirituality as a “heightening of awareness” and the like.³ There is also a wide literature discussing educational justice, attending to matters such as discrimination and representation in relation to various aspects of personal identity and the ways in which educational provision and educational assumptions follow the paths of social privilege. An important area of intersection between these discussions does exist (see, for instance, the recent writing of David Purpel⁴), but nevertheless a common pattern is for writings concerned with educational justice to treat faith and spirituality with indifference, or even hostility, and for writings on spirituality in education to focus on inner realities to the exclusion of the social, and even sometimes the ethical.⁵ These two tendencies, of course, easily become mutually reinforcing. The aim of this volume, and of the conference that gave rise to it, has been to resist the dichotomy and explore places where spirituality, justice, and pedagogy might constructively interact, with a particular focus on Christian spirituality.