This paper examines the dialogic literary gatherings in two primary classrooms where children in Y6 read and discuss the same book: One thousand and one Arabian nights. These two case studies have been conducted as part of the ChiPE project (EU-funded, Marie Curie Actions, FP7) aiming at studying inclusive epistemic climates in primary classrooms. We explored children’s opportunities to contribute their “funds of knowledge” in dialogic learning environments in order to move from a banking model of education (Freire, 1970) towards an active, critical and genuine dialogue in the school. Data collection is ongoing in one rural school in East Anglia (UK) and one urban school in Catalonia (Spain) and it involves classroom observations, focus groups with children and interviews with teachers. Preliminary analysis indicate inclusive features of the DLG in both contexts: a) changing teacher talk ratio -children speak for the majority of the time, b) taking turns and building on each others’ ideas c) it does not expect a right or wrong interpretation. The analysis of the childrens’ discourse seems to indicate that their contributions are meaning led, accounting for their values and emotions and their view of knowledge is that it is debatable in both contexts.