In undergraduate nursing curricula, the rhetoric of social justice has held more prominence than its operationalization. Although undergraduate education is a prime vehicle for fostering social change, articles that describe social justice as praxis in baccalaureate nursing curricula are relatively uncommon. Addressing this gap, we explain how four RN-to-BSN courses use social justice as a framework for instruction. The first two courses generate emancipatory knowledge and advocacy ideas among students by underscoring how privilege and oppression operate in society, as well as in the production of health inequities. The final two courses demonstrate how partnerships with communities can enhance student knowledge regarding structural barriers to health and health care and lead to actions that target those issues. Despite challenges that exist when implementing curricula on amending health inequities, nurse educators are urged to press onward in planting the seeds of social justice in their classrooms; suggestions are made for accomplishing this goal.
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