Less doing, more being: A conceptual framework for cultural responsiveness in middle grades education

Kimberly J. Stormer
Cory T. Brown
Pamela Correll, Missouri State University

Abstract

All rights reserved. The authors provide a definition of culturally responsiveness at the middle level and offer a framework developed from a review of relevant research and theoretical literature. The authors seek to move middle level education in a direction that embraces cultural responsiveness so every young adolescent has an equitable and empowering educational experience and to situate equity and social justice education at the center of the dialogue for the advancement of middle level education.