Ultimately our capacity to dialogue will determine not only the quality of our future, but if we have a future. Being able to dialogue so that others are not reticent to speak is a dying art that will survive only if educators make a concerted effort to revitalize it. This author is to be commended not only for prompting educators to do just that, but also for offering guidelines as to how best to do it. In a world in which hate and intolerance is on the rise, this book is a genuine gift.

Dr. Susan T. Gardner, professor of philosophy, Capilano University, North Vancouver, Canada; director, The Vancouver Institute of Philosophy for Children

This book addresses an important issue that has so far received too little attention, namely how it is possible to design philosophizing with children as an inclusive setting in which all children, regardless of their different socio-economic and cultural backgrounds, can contribute their voice and be heard. This is often assumed in theory, but the fact that it does not always succeed in practice has not yet been problematized enough. The text provides both the theoretical background knowledge required to discuss the issue and offers important insights into exclusionary structures and mechanisms as well as practical ways of making philosophizing more inclusive.

Kerstin Michalik, University of Hamburg

In a world of increasing tension and conflict, Kizel's book is a necessity. Not only does it provide an educational and dialogical space for children to ask their own questions and articulate their own identities, but it also powerfully demonstrates the indispensable role that philosophy can play in complex social environments. Educational research in general, and critical pedagogy in particular, can only afford to ignore Kizel's work at their own peril.

Tomaž Grušovnik, University of Primorska

“Getting children from underprivileged and minority communities to engage in philosophical discussions can present facilitators with a seemingly insurmountable challenge. Kizel provides excellent guidance in how to successfully accomplish this task in his insightful book. A must read for anyone working with children from diverse backgrounds.”

Thomas Wartenberg, Professor of Philosophy, Mt. Holyoke College