The aim of dialogic conversations, in the sense of David Bohm’s practice, is to let the emphasis be put on the process (rather than outcomes) so that the implicit and initially unspeakable can surface in a mutual conversation (Bohm 2005, p. 36). This is exactly what the student-teacher and the children succeeded in doing in the small dialogue described above. The student-teacher broke the pattern of judgement and contradiction established between Ahmed and Fatma, and gave the