In Britain, there seems to be a stereotype that all Indians are shopkeepers or doctors or lawyers. For me, my parents were shopkeepers and I wanted to write "Singh Song" to celebrate that rather than be embarrassed. You can either pretend that's not really happening and write about Indians being astronauts or whatever, or actually go via the stereotype. I just want to capture a very ordinary situation.
I run just one of my daddy's shops from 9 o'clock to 9 o'clock and he wants me not to have a break, but when nobody is in, I do the lock - because up the stairs is my newly bride. We share in chapatti, we share in the chutney after we have made love like we are rowing through Putney…
When I think of first-generation Indians that came to Britain, people like my family, my parents got vouchers to come over for free to work here in the 24-hour factories and Underground. It's not a job you imagine doing to 65 and retiring. You probably wouldn't survive. So the aspiration, the ambition for a lot of my parents' generation was to become independent and the best way was to buy your own shop.
The shoppers always point and cry: "Hey Singh, where you been? Your lemons are limes, your bananas are plantain, this dirty little floor needs a little bit of mop in the worst Indian shop on the whole Indian road."
My writing about an Indian who's a shopkeeper in an Indian accent could imply that I'm making fun of my character, but hopefully people can see through that and see through their own prejudices. Above my head, high heels tap the ground as my wife on the web is playing with the mouse…
The issue for me was it's always racialized, the Indian accent, it's always made fun of on telly. To me, there's nothing wrong with the Indian voice. I'm quite excited by the idea of making the reader have to read the poem in the Indian accent and have to deal with it. And, hopefully, the reader feels there's nothing wrong with the accent. It's another type of English. Hopefully, they enjoy putting their mouth through those words and feel they're experiencing a slightly different type of music to when they normally read a poem.
My bride, she effing at my mum in all the colors of Punjabi, then stumbles like a drunk making fun at my daddy. My bride, tiny eyes of a gun and the tummy of a teddy. My bride, she has a red crew cut and she wears a Tartan sari…
I think when I was writing this poem I was trying to offer an affectionate portrayal of the characters, in that I liked Mr. Singh, I liked what he was about. I liked that he didn't care about his shop and put love before business. Shall we run back to Daddy?
Also, I was very aware that you don't get happy love poems in English poetry. They're quite moody or grim because someone's died. And you suddenly realize, like Thomas Hardy, that you're in love with that person. So I decided to write a love poem in the end, but in a shop context.
We come down whispering stairs and sit on my silver stool, from behind the chocolate bars we stare past the half-price window signs at the beaches of the UK in the bright moon - from the stool each night she says, "How much do you charge for that moon baby?" From the stool each night I say, "It's half the cost of you baby," from the stool each night she says, "How much does that come to baby?" From the stool each night I say, "It's priceless baby -"
Daljit Nagra describes the process of writing his poem 'Singh Song'
His commentary is illustrated with footage of British Asian shops, street scenes, documentary style footage of Indian immigrant workers and his own performance of extracts from the poem.
This is from the series: Poets in Person
Teacher Notes
Can be used to explore Nagra's effective use of stereotypes.
Students can mind-map the stereotype that Nagra confronts.
Can students identify some of the poetic techniques he employs to do this?
How does he manage to employ the stereotype to convey a positive message?
Finally students can discuss whether they think that stereotypes are always negative. Do they ever have any basis in truth?
Curriculum Notes
This clip will be relevant for teaching English Literature at KS3 and KS4/GCSE in England and Northern Ireland. Also English Language at KS3 and English Literature at GCSE in Wales.
This topic appears in OCR, Edexcel, AQA, WJEC in England and Wales and CCEA GCSE in Northern Ireland.
More from the series: Poets in Person
English Literature KS3 / GCSE: 'Singh Song' by Daljit Nagra (poem only) video
Daljit Nagra performs his poem 'Singh Song'.

English Literature KS3 / GCSE: 'Ghazal' by Mimi Khalvati (analysis) video
Mimi Khalvati reads and explores the writing of her poem 'Ghazal'.

English Literature KS3 / GCSE: 'Checking Out Me History' by John Agard (poem only) video
John Agard performs his poem 'Checking Out Me History'.

English Literature KS3 / GCSE: 'Flag' by John Agard (analysis) video
John Agard discusses his poem 'Flag', the symbolism of flags and poetry writing.

English Literature KS3 / GCSE: 'Checking Out Me History' by John Agard (analysis) video
Poet John Agard describes the process of writing his poem 'Checking Out Me History'.

English Literature KS3 / GCSE: 'Ghazal' by Mimi Khalvati (poem only) video
A reading of 'Ghazal' by the author, Mimi Khalvati.

English Literature KS3 / GCSE: 'Flag' by John Agard (poem only) video
A performance of the poem 'Flag' by the poet, John Agard.

English Literature KS3 / GCSE: 'Praise Song for My Mother' by Grace Nichols (analysis) video
Grace Nichols reads and explores the writing of her poem, 'Praise Song For My Mother'.

English Literature KS3 / GCSE: 'The Right Word' by Imtiaz Dharker (analysis) video
Imtiaz Dharker reads and explores the background to her poem, 'The Right Word'.

English Literature KS3 / GCSE: 'The Right Word' by Imtiaz Dharker (poem only) video
A performance of the poem 'The Right Word' by the poet, Imtiaz Dharker.

English Literature KS3 / GCSE: 'Praise Song for My Mother' by Grace Nichols (poem only) video
Grace Nichols performs her poem 'Praise Song for My Mother'.
