ABSTRACT
Education may have uncertain outcomes, and may not be able to deliver social objectives in clearly identifiable ways, but this is not to say that the minutiae of classroom practice cannot usefully be seen as bearing on other important issues. Here, the role of classroom interactions, of various sorts, is considered in relation to its possible effects on the development of the learner's broader identity, as identity development serves as a possible aim of a less teleological educational programme. 1
