Dialogue & Gender in Schools: Creating an Inclusive Model of Classroom Discussion using Philosophy for/with Children

This thesis creates an inclusive model of classroom discussion. Classroom discussion is a valuable pedagogical tool, but existing literature suggests that there is often a gendered problem its practice. This thesis analyses existing models of classroom discussion, most notably Philosophy for/with Children (P4wC), to create a novel pedagogical model: Critical Collaborative Dialogue (CCD). CCD disrupts, dismantles, and deconstructs gender dualistic thinking that privileges masculinity. CCD is applied in a classroom with students who then participated in interviews about their experiences. Student interview data and philosophical analysis indicates that CCD successfully provides a more meaningful and inclusive model of classroom discussion.