["European Journal of Education, Volume 61, Issue 3, September 2026. ", "\nABSTRACT\nThe aim of this conceptual‐reflective article is to discuss how we could (re)imagine language teacher education (LTE) for challenging contexts by adopting social justice as a philosophy of education and the notion of intersectionality as a framework to inform LTE. The article first conceptualises social justice as a philosophy and then proceeds to make a distinction between social justice LTE and social justice in LTE. This conceptualisation reviews the recent literature at the seams of social justice and LTE. Second, the article offers a discussion of intersectionality, followed by how this concept has gained traction in LTE across different contexts. Drawing from the sections on social justice and intersectionality, the article puts forward guidance for an intersectionality‐driven LTE curriculum with the aim of preparing language teachers for challenging contexts. This section includes the proposed guidance, with special attention to ways of knowing, the practicum element of a curriculum, and assessment. In this section, readers will find acknowledgment of opportunities and potential tensions.\n"]