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This article examines how new forms of learning and expertise are made to become consequential in changing communities of practice. We build on notions of scale making to understand how particular relations between practices, technologies, and people become meaningful across spatial and temporal trajectories of social action.A key assumption of our perspective is that the scale relations that give meaning to our actions are not natural but are contested in social, cultural, and political projects. Studying these contentious activities can help us understand the nature of changing participation in dynamic and historically developed practices. Using case materials from 3 groups engaged in the local food justice movement in the western United States, we illustrate their engagement in equity-oriented scale making. Defining features of this work included identifying leverage points within inequitable systems; developing strategies for remediating scale relations to include the perspectives of historically marginalized groups; and coordinating trajectories of practice across settings, activities, and time so that these interventions became increasingly consequential. We conclude with a discussion of the significance of equity-oriented scale making as a lens for organizing design efforts and for studying their implications for nondominant communities.

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In this article we studied how community educators' designed for equity in an after school science program. Building from discussions of equity in out-of-school-time (OST) science, this case study offers insight into the role of pedagogy in organizing for dignity and belonging in an after school program. This case study focused on the practices of nine Latinx community educators as they supported science practices in an after school program. Grounded in an understanding of place and the specific cultural, political, and historical densities of life in an agricultural town, the study found that educators created a space of affirmation and care that supported alternative paths to deep engagement in science. The findings add dimensionality to current discourses of equity in OST science and engineering education by examining how historical and political understanding of marginalization informed educators' pedagogical strategies. These strategies include offering: moment-tomoment affirmations of young people's ideas, material and cultural generosity in the Studio, connections to political belonging through science, and extensions from community activities into the after school science inquiries. Together educators created a space of belonging that used science and engineering as entry points for creation, political expression, and intellectual expansion.