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Schools silence students if they do not fit a certain mold. This can be seen through the teachers, schools, and social pressure to give young students medication instead of exploring and analyzing the root issues of students' actions.

According to Luke & Kale (2017), schools and educators can encourage and discourage certain behaviors based on bias and reductive underlying assumptions about literacy and student behaviors. In Troublemaker (2017), Shalaby commentates on numerous occasions where the Sean's teacher mitigate and discourage Sean's willfulness through social exclusion and punishments, sometimes unknowingly and other times, strategically .

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Sean wants friendship, community, and to be intellectually stimulated. He expresses these interests and desires through his willful demands, defiance, distractions, disruptions, and demands.

Some of these practices are encouraged and appreciated, such as by his mother and Shalaby. These two believe that his questioning will help him navigate life (p. 91) because it may contribute to his critical thinking later in his intellectual development.

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Sean questions, but more importantly, he makes concrete decisions. This includes explicitly challenging the Emily's rules (p. 98) , vying for Ilan's attention and approval (p. 101), planning ways to further his playtime on the playground (p.92)

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As Shalaby states, "democracy requires dispute" (p. 101). Disputes should be normal because in the world because people are naturally different. Environments, cultures, and context determine literacy practices.

Sean is encouraged by his mother to see literacy as questioning, actions, and reflection. Schools frame literacy as obedience, "fitting in", and docility. For education to be effective and meaningful, it should center around the interests of students (Axelrod, 2016).

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Sean is an active participant in his different contexts, whether it is school, home, or playground (Vasquez et al., 2019). He refuses to simply accept things as they are. His constant questioning, debating, and arguing represents his insistence on being treated as a full human being.

He reads the world through the lens of a full human rather than a person with limited rights due to his age.

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Without disputes, people can become "cookie cut-outs," which means everyone becomes the same and differences are seen as negative.

Materials, resources, and ideas all contribute literacy practices, but it all depends on whether or not it is encouraged or not. What I mean by this is that students come into the class with their unique funds of knowledge, but schools can use its authority and legitimacy to narrow, discriminate, and encourage specific knowledge (Vasquez et al., 2016).

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Sean leverages his questioning, actions, and interests to participate. His actions and thoughts are a product of his understanding of his reality and literacy practices. Furthermore, literacy “is a social practice, not simply a technical and neutral skill, and...it is always embedded in socially constructed epistemological principles” (Street, 2008, p. 4, as cited in Gillander, 2018). As a result, Sean interrogates and requires "solid justification for the demands being made on him" (p. 110), such as being made to obediently and unquestioningly follow rules.

Echoing Wolhwend's (2008) sentiment about leveraging student uniqueness and intentionality, the school could value his questions by actively teaching him how to be more strategic about when and how he challenges authority (Shalaby, 2017, p. 111).

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Sean questions authority and norms. Sean advocates for his needs, but at the same time, he is advocating for those in a similar position. He is attempting to construct his own reality through his understanding of the world (Wells, 1999, as cited in Crofton et al., 2007).

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Schools claim to prepare children for a future in an imagined "real world." To teach and reward unquestioning cooperation is to main the status quo–preparation for a hierarchical social order of workers and bosses (p. 111).

Yoon et al. (2016) states that the context of schools illuminate particular understanding of certain labels and literacy practices. Sean's willfulness can be interpreted in various ways, such as through the lens of race, socioeconomics, and gender. Each lens presents a different interpretation of Sean in the context of school. For example, Marcus is seen as aggressive for his willfulness while Sean is described as in need of ADHD medicine. A young girl may be considered bossy while Sean is considered as a determined leader.

In the same way, schools attempt to mold and shape students in a particular culture that promotes characteristics, such as docility and passivity by discouraging and framing certain behaviors as negative.