Formal civic education that seeks to develop young people's appreciation and competence for active participation in their communities is critically important, and we should continue to advocate for its inclusion. Learning to live together--in community with diverse others--has always required far more than formal civic education curriculum has offered. Knowledge of the three branches of government and key Supreme Court cases is a start, but as service-learning pedagogues and advocates of discussion-based practice assert, learning the skills and dispositions of mature citizens requires more. Young people learn how to engage with diverse others when they do, in fact, engage with diverse others--particularly around relevant and meaningful tasks. Author Jennifer Hauver, draws on three recent studies of children's civic mindedness to argue that children are doing civics all the time, even when formal civic education is relegated to the shadows. In the in-between spaces of schools--in the cafeteria and on the playground, in environmental print, spoken and unspoken school rules, class meetings and school assemblies, in the discursive practices of teachers and administrators, as children are grouped and lauded and disciplined-- children learn powerful lessons about being in community with others.