Document Type


Journal/Book Title/Conference

International Society of the Learning Sciences

Publication Date


Award Number

NSF, Division of Research on Learning in Formal and Informal Settings (DRL) 2031382 and 2031404

Award Title

Collaborative Research: Supporting Rural Paraprofessional Educators and their Students with Computer Science Professional Learning and Expansively Framed Curriculum

Funding Agency

National Science Foundation, Division of Research on Learning in Formal and Informal Settings (DRL)

First Page


Last Page



The learning sciences community is currently exploring new ways to enact productive and equitable co-design research-practice partnerships that are sensitive to all the concerns and needs of stakeholders. The paper contributes to that still-growing literature through an interaction analysis of a co-design discussion involving school district partners that unfolded about cultural relevance and sensitivity in relation to the use of a specific image in an elementary school coding lesson. The episode involved looking moment-by-moment at how district educators recognized and acknowledged that a specific design decision could be harmful for a minoritized population of students enrolled in the district. However, once a key change was made to be more culturally responsive and considerate, new and unexpected pedagogical challenges appeared. This case serves to illustrate some of the unexpected tensions that can appear in real-time when unanticipated questions about cultural relevance are foregrounded during lesson and materials co-design.