In this article, I will present the notion of sociolinguistic justice (Bucholtz et al.,2014) within the frame of the neoliberal tendency in contemporary education, especially in relation to Peru. On the one hand, I will discuss two signifiers of such a tendency and their link with the phenomenon of language: equal opportunities and educational quality for all. On the other hand, I will introduce the notion of sociolinguistic justice and the elements that define it, with the aim of questioning the assumptions of technocratic discourse and delineating more critical, demo-cratic and intercultural language policies.