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Some computing education researchers have shifted focus from broadening participation to justice-centered computing education (JCCE). JCCE teaches computing through its social-political implications, empowering students to create more just futures. While prior research theorizes and explores its classroom application, we know little about the collaborative processes instructors use to design and adapt curricula for such learning. We engaged in a 3-month curriculum co-design project as part of a research-practice partnership between a CS education researcher and an after-school STEAM instructor. Through duo-ethnography, we analyzed our curriculum design process. We highlight key emerging challenges and how we resolved them through the design process. Our findings focus on balancing students' technical proficiency with justice-centered pedagogy, showing that justice-centered curriculum design requires educators' ongoing content learning, reflection on positionality, and adaptability to students' needs, including those with disabilities. These findings bridge the theoretical discussion of justice-centered computing with the practical realities of curriculum design.