Following the guidelines given in the "White Book on Intercultural Dialogue," this article reflects on whether the use of the Complex Instruction (CI) model would create the conditions for a more equal dialogue in educational contexts. An ethnographic study was carried out in four Italian primary school classrooms to explore how this cooperative learning approach would help pupils become increasingly autonomous, especially those with low-status. This study sheds light on the ways pupils learn to participate in cooperative activities and shows what may have affected their participation. In addition, it evaluates the effectiveness of CI as a tool for creating a public space where pupils can exercise the experience of having voice and agency.