I want to address the political element in the pedagogical engagement. Too often the business of teaching is presented as somehow independent of political influence or implication. When ERO talked about 'delivering the curriculum', the terminology reflected a very neo-liberal view that the curriculum was something different from the process of teaching and that teachers should be regarded as functionaries putting out there something decided by others. In this paper I want to look at the political element of pedagogy, both as a question of Foucault's 'conduct of conduct', and as a process inseparable from the very political elements of sexism, racism, classism that pervade our society and are therefore inescapable in our classrooms. In considering the element or racism or ethnicism I will look at the ontologies we bring to our work, and how they might differ. Ultimately I will bring Levinas into the story, to help to consider how our teaching can be politically and ethically aware.