Citizenship and Learning

Kliewer writes on page 73, "society itself is hurt when schools act as cultural sorting machines" then references Biklen, writing these are places that "justify a competitive ethic that marginalizes certain students or groups of students...[that] legitimize discrimination and devaluation on the basis of the dominant society's preferences in matters of ability, gender, ethnicity, and race...and [that] endorse an elaborate process of sorting by perceived ability and behavior."
1.  Students not in power are devalued,"sorted", and silenced in schools 
He writes on pages 95-96, "To eliminate a single person through any form of banishment, no matter how benevolent the logic,....makes the community a less democratic and less rich place." And on page 72, Kliewer writes "Freire emphasized, democracy can only occur when no person's voice is deterministically silenced".
2.  Sorting and silencing leads to a less democratic classroom.
On 83 he writes, "Vygotsky found that the culture of segregation surrounding people with disabilities actually teaches underdevelopment of thinking through the isolation of children from socially valued opportunities....Altering the culture of disability requires that a child be recognized as an active learner, a thinker, and a problem solver, but this cannot occur apart from relationships that allow for such engagement." And on page 89 Kliewer writes, "John's hectic schedule, his work, his art, his enhanced communication--these were not the precursors to citizenship; rather, they were the consequences of his community connectedness.
3.  Democratic classrooms promote citizenship for all students.
Also on page 91, "Constructivist education directly reflects Vygotsky's sense of higher mental functions emerging through an individual's connection to the community." And on page 81 Kliewer writes that "Gardner's work...has effectively broadened our interpretation of what it means to be smart."
4.  Citizenship leads to the development of "smart" students
Connecting #1 to #4 above, we can infer that students not in the culture of power, are denied the opportunity to become "smart".

(I may be wrong).

Another important takeaway from the Kliewer reading is that as teachers, we need to get to know our students better.  I mean really get to know them.  Their interests and strengths are important to their learning, and if they can express what they know in a way they know how, they can all be more successful.  Gardner's patterns of learning show us that there are many different types of learners, and we cannot stereotype and judge and assume we know what's best for a certain student without getting to know them.  This is especially true for students with disabilities because their behavior is often misinterpreted by teachers.  Below is an excerpt from an article on the Teaching Tolerance website by a student with Down syndrome.

I'm Smart in a Different Way by Michael Arnold

So when you see me, don't think that I don't know who you are. Tell me "Hi" and I'll do my best to answer you! I want to be friendly! Sometimes I look away from you so I can concentrate and process what you've said to me. It doesn't mean I'm not interested or don't understand. That kind of frustrates me.

I am bashful, quiet and don't talk much unless I am very comfortable. I have a large tongue because of Down Syndrome. That makes it harder for me, than most people, to breathe and talk clearly. That's probably one reason I don't talk much. I'm afraid you won't understand me, might ask me to repeat what I said, or might make fun of me. It's frustrating, so I just don't talk a lot. Some people confuse "not talking much" with "not knowing very much." That isn't true. I know a lot!