England has become an intolerant, selfish and brittle pace where working class communities have been persuaded that migrants are the ones to be blamed for all of the issues in the country. The unfortunately, much of the debate prior to and after the referendum came down to a discussion on the issue of being black or white. I am stopping here at this poignant point to introduce the purposeful teaching experience that this paper will now discuss. The purposeful teaching experience took place in the summer term of 2014 with a group of Masters students who were mainly international. International, in the context of this paper, means students who did not complete their schooling in the UK. In this instance the students came from about 10 different countries and had chosen the module ‘minorities, migrants and refugees’as an option. I had taught on this module for the past three years and therefore I knew how the module worked and what needed to be done to ensure that it engaged the students in a purposeful learning experience. Having experienced as a teacher prior to entering higher education, I prided myself on presenting a well-structured lesson. Feeling deflated rather helpless and very much an immigrant. I was not in the mood to conduct a formal presentation and instead I wanted to bring the everyday experience into the classroom. I wanted the lesson to be purposeful and have meaning. There was a need to debate and relate to the key words of the tile of the module minorities, migrants and refugees.This presentation will draw the audience into a start of a lesson and start a crtical discussion on intersectionality

Racism and Human Rights May 2000, https://www.hrw.org/legacy/campaigns/race/statement-genconc.htm Ravenscroft, A. (2004). Anxieties of Dispossession: Whiteness, History, and Australia’s War in Viet Nam’. Whitening Race: Essays in Social and Cultural Criticism, 3-16.[publication details] Du Bois, W. E. B. (1903). The souls of black folk.[Place of publication]:Oxford University Press.