Reasoning about social inclusion is at the very heart of what it means for children to engage in active citizenship. In this paper, we focus on collaborative argumentation as a core approach to reasoning about social inclusion for active citizenship. We engaged a group of Australian primary school teachers in a social lab conversation, informed by reflexivity theory, to explore their ideas about, and experiences with, supporting children to reason about social inclusion. Teachers overwhelmingly identified a range of personal and cultural emergent conditions that enabled children’s reasoning for social inclusion. Across these enabling emergent properties, an evaluativist view of the nature of knowledge and ways of knowing emerged with respect to teaching social reasoning. These findings suggest that it may be important to pay attention to teachers’ reflexive deliberations about epistemic stances and their view of what enables and constrains such reasoning.

社会包容性的推理是儿童积极参与公民活动的核心内容。在本文中，我们关注于协作论证，将其作为对积极公民社会包容进行推理的核心方法。在反思性理论的指导下，我们与一群澳大利亚小学教师进行了一次社交实验室对话，以探讨他们关于支持儿童进行社会包容性推理的想法和经验。老师以压倒性优势确定了一系列个人和文化紧急情况，使儿童能够进行社会包容性推理。在这些促成的新兴特性中，出现了一种评价论，即在社会推理教学中对知识的本质和认知方式的看法。