Koomen's study of Wizard--an articulate, inquisitive, energetic seventh grader with a penchant for science--adversely juxtaposed his learning-centered identity with classroom experiences that marginalized him. I claim in my response that critical commentary about Wizard's race is germane to any analysis of his experiences, as participation in an inclusive science classroom can be conceptualized as a racialized form of experience. My paper contributes a counternarrative to deficit normalizations of African American children--including students identified with exceptionalities--by rendering the inequities of differentiated instruction visible and theorizing about how this approach restricted Wizard's learning and participation by positioning him as low status and less competent. I discuss four reasons why the strategy of differentiated instruction is ideologically opposed to goals for equitable classrooms and argue that this model invites reproductions of status orderings from the larger society into the classroom. I conclude with recommendations for an equity pedagogy through Complex Instruction developed inside teacher community as a viable alternative for this work. [This review essay addresses issues raised in Michele Hollingsworth Koomen's paper entitled, "Inclusive Science Education: Learning from Wizard" (EJ1102217).]