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In an age when computer science largely shapes the engagement of widely diverse populations with the world, the majority of computing professions are dominated by males, primarily of European descent. This monolithic group exhibits hubris that needs to be mitigated by drawing upon diverse points of view. This chapter examines computer science production and its contribution to global climate change through e-waste, water usage, and technophilia. Examining Indigenous epistemologies and intersectional theory to address race, class, and gender issues in relation to global climate change, the chapter advocates for broadening computer science education as a culturally sustaining (Paris, D. (2012). Culturally sustaining pedagogy: A needed change in stance, terminology, and practice. Educational Researcher, 41(3), 93–97; Paris, D., & Alim, H. S. (2014). What are we seeking to sustain through culturally sustaining pedagogy? A loving critique forward. Harvard Educational Review, 84(1), 85–100) and revitalizing (McCarty & Lee, 2014) approach to nurturing a social and environmentally responsible movement in computer science education.