Addresses the real-world challenges that face teachers as they work to reshape their teaching habits and processes to include consent practices in the classroom.

The collection explores consent as a foundational principle to guide practices and policies in university-level performing arts education. Including descriptions of the structural power dynamics present in educational spaces, it provides tools for mitigating them. It adapts the consent protocols that are foundational to theatrical intimacy direction and applies them to classroom and rehearsal spaces across performing arts disciplines.

Using experiential reflections, contributors discuss the principles of consent, how to open lines of communication, establishing personal boundaries, and modeling behaviors that respect those boundaries.