Educational researchers, leadership, and policymakers have had the privileged voices and place from which to theorize and address educational inequities. But for some exceptions, nondominant families have been relegated to participation in school-centric "parent involvement" activities. Drawing from a participatory design-based research study using standpoint and critical race theory, our findings suggest key convergences between the lived experiences and insights of nondominant parents and recent educational equity scholarship, while revealing untapped expertise, knowledge, and capacity for addressing inequity. We argue that holding a "place" for the complex understandings of nondominant families can open expansive possibilities for transforming educational systems toward racial equity.