This dissertation was designed to understand learning experiences that affirm and recognize the fundamental human right to learn. Human dignity is the mother value of the human person from which all rights flow (Barak, 2015). Therefore, to design for the fundamental right to learn is to design in accordance with human dignity. Educational dignity is defined as the cultivation of our mind, humanity, and potential (Espinoza et al., 2020). As part of this project, I wanted to understand how children experience education dignity. I worked with six of my former kindergarten students, who were then in fourth grade, and four of their siblings to create a social design-based experiment (SDBE)—an envisioned learning ecology of their desire. SDBEs seek to re-mediate unjust structures in pursuit of equitable and just outcomes (Gutiérrez, Jurow & Vakil, 2020). My SDBE re-mediated the ecology of learning by consulting with child partners to collectively plan and design the goals and participation structures of our summer workshop. The analysis for this dissertation was guided by three questions: 1) How did the child partners articulate learning and their desires for learning in the interviews and throughout the co-designed workshop? 2) Was there empirical evidence of the children experiencing educational dignity in the co-designed workshop? If so, how was it empirically observable? 3) Did my role as their former teacher transform through the co-design, and if so, how? Through a storytelling approach to presenting the findings, this study identifies children’s expressions of dignity articulated throughout the workshop as well as my pedagogical innovations (Alvarez, 2023) in pursuit of respecting the dignity of my child partners. Consequently, the child partners exhibited the development of a new consciousness in the ways they participated in our newly co-created interdependent learning ecology. Finally, this study underscores the role of critical reflexivity on my part as the researcher, participant, and former teacher for the actualization of the experience of educational dignity.