This article examines and critiques recent work that seeks to establish an effective context and environment for talk in the classroom using ground rules. The article argues that in their haste to facilitate ways to enrich the talk opportunities in the classroom, some academics have often failed to take account of a number of key cultural, ideological and political issues that also affect success in school. This article examines some of the dilemmas concerning equality of opportunity that are faced by teachers attempting to implement ground rules for talk. In doing so, I wish to challenge the ahistorical and apolitical approach to learning theory that many writers adopt when recommending teaching methods, and how they fail to see how serious dilemmas over equality and alienation are not being addressed by their suggestions. Lastly, I suggest an alternative approach to the teaching of talk within the curriculum.