This article explores issues of the racial identities of young male supporters of the political far right in the North of England. Sociological identity theories are utilised in combination with ethnographic and retrospective interview data to inform the failures of anti-racist education programmes. These failures include a naive assumption that knowledge of and contact between racial groups will automatically reduce racism. They have also failed because of the ostracism of those very individuals the programmes are designed to engage with. The article argues that programmes must take as their starting point an acceptance of the fluid nature of racism and the necessity to maintain dialogue in a respectful manner with all concerned, even with those who espouse racist views. It is necessary for educators to offer trust and empathy to all young people before mutual recognition and understanding of all racial identities can be achieved. (Contains 1 table and 1 note.)