In this study, we employed culturally disruptive pedagogy to collaboratively redesign a sixth grade argumentative writing unit with the aim of engaging students with diverse ways of knowing, being, and doing. Taking a design-based implementation research approach, we iteratively designed, implemented, and evaluated a new curricular unit that both built students’ cultural awareness and met english language arts standards. Our work has practical implications for designing culturally-situated learning in K-12 schooling.