At a time when there is so much promise juxtaposed with growing fear of the powerful breakthroughs in AI and its increasing impact on our everyday lives, the comprehensive understanding and critical interrogation of AI technologies must no longer be limited to a select few. The next generation of humans must be better equipped with the skills to examine how existing systems and institutions exacerbate inequities and uphold white supremacy and biased practices. Within their K12 computer science coursework, all students should also be developing the competencies to build new, more equitable technological innovations and learn how to mitigate as well as eradicate the harms of AI and other technologies on historically marginalized people. To enable this shift, computer science (CS) instruction at the K12 level needs to develop not only students’ computing identities and computational thinking skills, be culturally responsive and inclusive, but also increase students’ critical thinking, social science understanding, and ethical reasoning. This panel of experts from the Kapor Center and several US universities will reflect on the scholarship, research, and programming being done in K12 computer science spaces related to culturally responsive-sustaining pedagogy as well as wrestling with the issues surrounding the ethics and societal inequities that AI and other technology is replicating and enhancing within society.