This paper illustrates how ethnographic video was used as part of a diversity education project at a public urban middle school in Los Angeles, California in the United States. The goal of this article is twofold: first, it is to describe one way in which ethnographic video can be used as a pedagogical tool in primary and secondary school settings. Second, it is to provide an experimental example of an evaluative audience reception study. The article describes the genesis of this project, explicates the intentionality of using an affective theoretical framework to interpret the project, and finally presents an evaluative audience reception study of the video in order to realise fulfilment of that goal. The results show that through this ethnographic video project, viewers were able to enter into a change space of relation, position themselves in the world, and recognise their own contextualised privilege.