https://orcid.org/0000-0001-9176-4281
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ABSTRACT
This essay questions the place that conversations about ‘race’ hold in the English classroom. I hope to reveal the problems that may come with easily dismissing tense and racially charged dialogues about language and identity. I also explore the way classroom talk opens up an opportunity for students to create and contest different meanings and why such conversations are an essential part of teaching and learning in English.
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Disclosure statement
No potential conflict of interest was reported by the author.
Notes
1. All names have been replaced with culturally appropriate pseudonyms.
Additional information
Notes on contributors
Libin Mohamud
Libin Mohamud has recently completed her PGCE at UCL Institute of Education. She will begin her NQT year at an inner London secondary school. Throughout her teaching career, she hopes to continue exploring the ways in which she can create inclusivity within the English classroom through celebrating students outer-school identities and experiences.