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This chapter explores how ethical considerations are intertwined with political concerns. The constant presence and messiness of politics in the world outside the classroom urges us to think critically and ethically about being political and how we engage with and practise politics within learning spaces. It explores the political dimensions of the critical classroom, knowledge production, where learning takes place and who gets access to it. It locates knowledge in the ‘culture wars’ creep into the classroom and the political imperatives that have a firm grip on migration discourse that influence the attention we give to certain political issues while ignoring others. Turning to the politics of emotions in the classroom, the chapter considers storytelling, counter-stories, witnessing and holding knowledge as ways of being political and unpacking the politics of knowing. It argues that these can dismantle limited and reductive deficit-focused frames of understanding by centring personal testimony and expertise as serious knowledge. Through case studies, it offers alternative ways to do the politics of migration in the classroom as interruptive and disruptive of the politics of inclusion and access, and to consider the university as a space of learning with and not limited to learning about.
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