In this article, we present a conceptual framework for teaching computer science (CS) to address the unique challenges faced by marginalized groups. The framework is grounded in feminist standpoint theory and describes three key practitioner-focused areas aimed at broadening participation and increasing participation in CS education (CSEd). These principles are (1) Creating dialogic and dialectical relationships with the CS community, (2) Embracing intersectionality in CSEd, and (3) Framing CS education as a lived experience. It also offers a distinct perspective in that it is concerned with how "both sides of the dialogue" (i.e., the oppressed and the oppressor) grow and change in relation to one another. The strategies, along with the framework detailed in this paper, provide scholars and educators with new avenues for unpacking underrepresentation in CSEd and potential methods to address it.