At a moment when terms like “equity” and “diversity” and “inclusion” are buzzing contentiously in both the academy and the arts professions, how might (or must) established modes, traditions and practices of  arts pedagogy in higher education change? Should experienced teachers of the expressive arts be expected to adapt their pedagogy in response to ever-evolving student expectations around communication, engagement and identity? In fields where emerging artists necessarily have their bodies, voices, abilities, visions and talents rigorously and routinely assessed, what does truly inclusive pedagogy look like? In this lecture-performance, performance historian Brian Herrera will invite questions from those assembled to guide a lively and interactive presentation around the constellation of opportunities, obstacles and obligations confronting arts educators working to integrate anti-racist, trauma-informed and consent-based principles into their practice and pedagogy.