Maxine Greene argued passionately for an informed and imaginative education. Hers was a highly political vision of teachers working with students to consider and make a fairer future world by changing what happens in the present. As she asserted:

I still believe that the ground of a critical community can be opened in our teaching and in our schools. It is out of such thinking that public spaces may be regained. The challenge is to make the ground palpable and visible to our students, to make possible the interplay of multiple plurality of consciousnesses and their recalcitrances and their resistances, along with their affirmations, their ‘songs of love.’ And, yes, it is to work for responsiveness to principles of equity, principles of equality, and principles of freedom, which still can be named within contexts of caring and concern.

(Greene 1995: 198)