This paper argues that there is an absence of current research in Philosophy for Children (P4C) that focusses on teachers’ perspectives, particularly in relation to their beliefs and values. The paper will look briefly at the programmatics of P4C, and its current mandated status in the education system in the state of Victoria, Australia. It will then move to exploring how the study of teachers’ perspectives, through analyses of their beliefs and values, adds significant value in education, particularly in the context of P4C. It concludes by analysing some recent P4C research that has begun to explore teachers’ perspectives, before finishing with suggesting future research directions that build on these previous studies, and which promise lay important groundwork for extending the reach of P4C into educational systems.

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There are many ways in which communication practices can be gendered. It is important to recognise and understand how, why, and in what contexts these can be observed. This paper focusses specifically on children and the context of formal schooling, analysing the empirical data and connecting it with theoretical analyses to provide an overall picture of gendered communication amongst children in educational contexts, especially with regard to classroom discussion. This paper demonstrates that masculine dominance in communication is present in children’s communication, and explanations for this occurrence fall on traditional gender stereotypes that still linger, to greater and lesser degrees, in all parts of our society, including education. Therefore, it is incumbent upon educators to be aware of this threat to gender equitable learning and plan accordingly.