The need for a quality education is often tied rhetorically to conversations about justice. Unfortunately, connections between education and justice are rarely described in detail, creating school systems that only coincidentally advance justice-related aims. This theoretical study is an attempt to define with some precision what justice in the Digital Age requires, so that schooling can be better organized to meet such demands. Throughout, this study brings into conversation often-disconnected thinking about justice, democracy, technology, and schooling. The result is a call for a minimum conception of schooling aimed only at enabling students' active participation in deliberative systems and justificatory arenas. Such engagement requires that educators and policymakers resist the impulse to standardize curricula and embrace the uncertainty and highly context-dependent nature of social inquiry. Indeed, it is argued that widely held ideas about the aims of schooling should be subordinate to the development and practice of justificatory literacy. To target possible areas of research and reform, an interrogatory framework is offered to help assess the degree to which current policies and practices align with a justice-oriented minimum conception of schooling.