Cultivating inclusive classrooms through philosophical enquiry

This keynote presentation took place at the ITE/ECT 2025 Annual PGCE Conference Inclusion & Inspiration - Education for Social Justice. 17 January 2025. University of Manchester. In this keynote Lecture, Grace discussed the fact that philosophical enquiry is a powerful pedagogy that develops vital skills of speaking, listening and thinking, which learners need to thrive in school and society. Central to this approach is the creation of an inclusive ‘Community of Enquiry' that sees the necessity of diverse perspectives and constructive disagreement for understanding ourselves, others and the world around us. On this foundation, philosophical enquiry allows students to explore contested concepts within, between and beyond curriculum subjects making learning feel more connected and compelling. By exploring ideas that underpin and traverse disciplinary boundaries, philosophical enquiry plays to a wide range of interests and strengths, including those of SEND and EAL students. Teachers who practise philosophical enquiry strengthen their relationships with students whom they see as increasingly critical, creative, caring and collaborative thinkers capable of shaping their own education and the world around them. In this way, philosophical enquiry can play a role in enfranchising children and young people as citizens.

Philosophical enquiry is an educational programme with its own practical courses and resources, but it is also an educational proposal that invites educators to reimagine what schools are and what children are capable of. By accepting this invitation, philosophical enquiry can even help teachers—as professionals and people—to critique the education system itself, question its inclusivity and if necessary, transform it.

A video of the recording can be viewed below, but only by anyone with a Manchester University email address.