Abstract
In this article, we explore data from two studies that demonstrate how inviting teachers to take on the role of codesigners of interventions in social design experiments created opportunities for them to consider their own positionality and privilege as well as negotiate deficit and antideficit discourses underlying and shaping English-language arts curriculum, instruction, and assessment. The findings illustrate the potential for researchers engaging in design experiments to include teachers at the outset of such studies before designing curriculum, instruction, or assessment.