Middle level scholars and educators have begun to examine dominant narratives and conceptual traditions around middle level history and philosophy with careful attention to diversity, equity, inclusion, and justice (DEIJ) (Harrison et al., 2018). Across these critical shifts in focus for middle grades education, myriad questions have arisen about signature pedagogical practices and enduring organizational structures that define and qualify middle schooling both historically and in the present educational moment. This shift also includes a focus on achieving more just middle schools that take up and execute the theories of young adolescent developmentalism with attention to diverse intersectional social identity, the mutable educational context, and DEIJ (Harrison et al.). Of particular importance in considerations for achieving more just middle schools is interrogating how traditional organizational practices might promote and/or inhibit inclusive classroom and school environments for all students and educators.