This chapter explores social justice pedagogies and their application to translation training. At a time when social inequality, conflict, and access to reliable information are increasingly disturbing these approaches empower educators and students alike. The text encourages educators to reflect on why and how to teach and to refocus teaching practices so that they go beyond a training that often targets the expectations of the job market, not so much civic agency. The tools and strategies presented align with key theoretical frameworks that emphasize equity, inclusion, and empowerment, inside and outside classrooms. The presentation of the tools follows the sequence of a self-reflective practice I carried out on my work as a translation educator as I tried to understand how I had turned to social justice pedagogies in my teaching. This shared experience shows that changing practices need not seem daunting, need not be a radical process, and can happen gradually, at various levels of our teaching practices. This upward analysis of my practice enabled me to better structure my teaching and assert my choices. The chapter aims to equip educators with respectful and caring methods that promote social justice and encourage students to engage for a society that is more equitable.