In this chapter, I review my implementation journey of the STEPWISE pedagogy, specifically research-informed and negotiated action (RiNA) projects and the publication of youth-based issues of the Journal for Activist Science and Technology Education (JASTE). I discuss how I have applied actor-network theory (ANT) to build a network of educators and expand pro-ecojust dispositifs (an interconnected network of living, non-living and symbolic actants) that work together to promote science education for critical and altruistic civic actions. While I was an Instructional Coach in my district (2015–2019) I worked with teachers and administrators in different schools and introduced them to RiNA projects which are intended to address various harms resulting from products and/or services of science and technology. I have focused on growing the network to include teachers and students from several schools in my district as well as researchers from the Ontario Institute of Studies in Education (OISE), University of Toronto. Since 2018, our collaboration has resulted in four youth-based JASTE publications. The most recent, 2024, youth-based issue of JASTE was sent to every high school in my district as well to all senior district leaders and the board trustees as part of our effort to increasingly add nonliving and symbolic actants to a growing dispositif that may promote ecojustice through science and technology education. At the core of our work are beliefs that students’ science knowledge, skills and attitudes need to be directed towards student actions that intentionally address and eliminate injustices and problems of ecological sustainability in the world.