Abstract
This paper examines how middle level educators embody advocacy through movement, care, rest, and recreation as acts of democratic engagement. Extending Part I of Villain or Victor, it positions advocacy as a lived, physical, and relational practice grounded in wellness and cultural responsiveness. Through embodied pedagogy, healing-centered approaches, and intentional recreation, educators help young adolescents experience democracy through motion, connection, and collective courage. The paper links theory to practical strategies that build sanctuaries of belonging, support student voice, and nurture civic leadership in the middle grades.
Recommended Citation
Johnson, K. & Anderson, T. W. (2026). Villain or victor, part II: Embodied advocacy in a time of democratic turmoil. South Carolina Association for Middle Level Education Journal, 5, 54-60.