Makerspaces are generally associated with high-tech equipment such as 3D printers, laser cutters and robotics. Swatantra Talim operates a contextual and cultural makerspace lab in the village of Malsarai, Uttar Pradesh. The vision of this makerspace aligns with the principles of critical pedagogy as envisioned by Paulo Freire: social justice, student empowerment, co-construction of knowledge, and critical thinking. In this paper, we argue that children, as makers, possess a rich cultural capital derived from their unique contexts, and how they enrich the physical makerspace when they make something in that space. We have observed that children engage with materials in two key ways: first, they explore materials that are contextual to their environment, making their learning relevant and grounded. Second, their process of making, thinking, and creating is deeply intertwined, a concept explored extensively by Juhani Pallasmaa as “thinking hands.” This phenomenon is evident from the material exploration phase to the completion of their projects. Through these observations, we demonstrate how integrating cultural context into makerspaces can significantly enrich both the learning processes and the makerspaces themselves, leading to a deeper engagement with the principles of critical pedagogy.