ABSTRACT
This chapter focuses on the introduction and practice of Philosophy for Children (P4C) in some primary and secondary schools over the past four decades in Australia. Using a diverse range of case studies, initiatives and strategies employed by individual teachers and school leaders to introduce P4C are described. The chapter highlights the obstacles to establishing P4C at a school level in a sustainable way, and despite the success in individual schools, P4C remains largely marginalised by government agencies.
