Questions regarding what is consequential for communities are critical for the study and design of learning. Answering these questions requires knowledge of how the social world functions to make certain ideas, practices, and identities visible and potentially valuable. In our longitudinal, participatory design research project, we work with a group of resident-activists seeking social justice for their historically marginalized community. Our aim was to develop new tools (e.g., a software application) and understandings that could make learning consequential. Without making the differential scales of influence and values of participants' work visible, possibilities for consequential learning--learning that extends across multiple positions and perspectives in practices such as community organizing--would be limited.