Maxine Greene discusses the primacy of developing a critical pedagogy appropriate for education in this country. The author asserts that because the problems of education are great and educators' notions of the possibilities for change limited by a constrained discourse, it is often difficult merely to envision more humane, more just, and more democratic alternatives. Yet, without that vision, one cannot develop a critical pedagogy. She therefore suggests ways educators can begin to reappropriate our cultural heritage in order to create conditions for a pedagogy which is meaningful to the American experience.

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