In this chapter, I explored privatization in education in Turkiye’s process impacts on social justice through the frameworks of Fraser, Gramsci’s cultural hegemony, Bourdieu’s social theory, and the cultural configuration framework proposed by Acemoglu and Robinson. Global neoliberal hegemony has driven public administration reforms on modernization and globalization, influencing local power and ideologies. The expansion of Turkiye’s private sector in education is closely tied to educational needs, highlighting foreign language acquisition, standardized examinations, and educational choices parallel with the societal, economic, and human resource demands of the prevailing political currents in the country. Global similarities include teacher recruitment and development policies, the pacification of union resistance to privatization, and the decline in public school resources and quality. The global hegemony, in its own liberal type of democracy flow, reproduces its organic intellectuals and creates new doxa followers for illusio, while those without economic capital make up the majority that is ready to consent in public schools through privatization. Thus, injustices in redistribution, recognition, and representation are legitimized and established as a new social and cultural norm with the apparent consent of the majority in the substructure. Social justice must be re-embedded in cultural norms as a personal and social right through schools, where society and culture are structured and guided by educators. Educators should lead this initiative by collaborating with peers from diverse fields in schools and universities.