Educational researchers constantly propose alternative paradigms to explain the educational crisis that exists within marginalized communities. Some research focuses on teaching and learning methods while others examine the community from which students come from. However, there is a lack of discussion regarding the expansion of curriculum and teaching methods centered on the idea of social justice. Therefore, my thesis takes a different perspective to expand on alternate modes of education. My thesis examines how implementing programs like the Center for Social Justice at Lincoln High School (CSJ) located in San Diego Unified School District can begin the process of building an egalitarian system of schooling. The focus is twofold: (1) to highlight the traditional views on the social function of public education in the United States and (2) provide a change in discourse and action regarding alternate modes of education that can replace the current understanding of schooling. By emphasizing what education should be about, when committed, one can provide an education and instructional practices that represent the values of democracy.