This article focuses on philosophy with children aiming to address the epistemic injustices that children encounter, in part by cultivating philosophical spaces within which children's voices are dominant. In philosophical dialogues with children, it is the children's ideas and questions that shape the progress of the inquiry, opening up new areas of philosophical investigation. Children are acknowledged as independent thinkers, capable of seeing clearly and contributing in valuable ways to our understanding of our shared world. The adult/child distinction is, of course, a lived one for children -- in school, at home, and in their communities, children's experiences of the adult/child divide is such that it can be difficult to step outside of it in order to assess it critically. Children are labelled as "becomings" in a multitude of ways; adults frequently instructed them that they must "grow up" and need to learn certain things in order to succeed as adults. Despite the intent that philosophical dialogues be open, the questions asked and/or their current relations with adults and one another may limit children's philosophical imagining.