In the practice of liberating tolerance, Marcuse identified to be inclusive, fair and equal to all - running discussions, listening to the voice of the learner and developing curricula to accommodate different learning styles, was of paramount importance in critical adult education. However, is this really in existence and to what level of acceptance is it? Brookfield highlighted Marcuse's disagreement for those who did possess radical opinions and rebellious perspectives and "argued that such tolerance is repressive, not liberating." (Brookfield, 2002) Although concurring with the majority of the literature and Marcuse's ideas, as an advocate of listening to the voice of the learners', with the freedom to express their viewpoints, are educators allowing this to selfishly improve their own practices? However, I too am dancing to the tune of somebody else's fiddle, by issuing a disciplinary for time keeping, attendance, disruptive behaviours. Could this not subtly be perceived as a contradiction to my beliefs, reasserting control over public discourse too, and constricting freedom more and more? "Unwittingly serving to reinforce an unfair status quo" (Brookfield, 2002) concluding that dominant mainstream perspectives still overshadow the minority in practice!