This book offers critical discussion on the necessity for ‘difficult conversations’ to take place in education, drawing on studies from across the UK. The editors and contributors address three key questions: - How can ‘difficult conversations’ be theorised? - What transformations in thinking and practice can occur through ‘difficult conversations’? - What value do ‘difficult conversations’ have in enabling peace between the diverse communities of today? The chapters cover a range of topics including supporting children with SEND, parent and carer engagement, childhood trauma, race, disability, the climate emergency and research methods. The contributors draw on the theoretical work of Linda Martin Alcoff, Maurice Blanchot, Paulo Freire, and Maureen Lipman and other contemporary theories. They argue against the prevailing deficit-based perspectives about marginalized communities and students, and invite deep thinking about the nature of oppression and the complicity of many education professionals in it. Ultimately, the book advocates for children’s and student’s empowerment and agency in the face of social inequalities.