ABSTRACT
Educational initiatives in the UK which tried to deal with or address 'difference' started effectively in the 1960s, with the advent of migrant populations from former Empire and Commonwealth countries coming to urban centres around the UK. Official responses since that time have ranged from assimilation, integration, multiculturalism, anti-racism, race awareness and cultural diversity to 'community cohesion', and more recently the duties to promote British values and prevent violent extremism. This chapter focuses on two methodologies, such as Philosophy for Children (P4C) and Open Spaces for Dialogue and Enquiry (OSDE). One of the challenges of P4C as a pedagogy of diversity is the role of the teacher themselves. Although the role is mainly one of a facilitator of dialogue, there are issues around what beliefs and assumptions the teacher is bringing into the room. It is usually the teacher who chooses the stimulus and can also guide the direction of the dialogue through interventions.
