Dialogue can be an excellent weapon for justice and liberation, which 'silenced' groups could use to challenge the status quo and authenticate their efficacy. Over the years, there has been a preconceived negative focus on Africans which has suppressed African children's autonomy. Consequently, there is a need to liberate the position of children in Africa through illuminating their reality, by paving the way for their emancipation, through the use of pedagogical spaces. Impartiality can only happen when these children are actively engaged in their world. The process needs to start from having interactive classrooms by incorporating dialogic approaches. Using a study in Kenya, I explored the reality and complexity of childhoods in Africa which has not been investigated before. I used observations of 10-12-year-old students in their classrooms learning, within their school environment and also within their community. I also interviewed five teachers exploring how dialogic practice could be applied. It was evident that most of the students (children) in Kenya have active and vibrant childhood experiences in their social-cultural lives. However, they engage passively in their classroom learning, where their voices are silent. The silencing scars their engagements in the formal settings, positioning them into passive positions, even when they are misrepresented and overlooked. Thus, if African education embraces dialogic engagement, then, students will be equipped with skills to emancipate themselves and their identity. The exercise also could salvage these students' participation locally and globally. Although pedagogical reform is critical, further dialogues with key players are necessary.