In this article, we present a performance text that grapples with the “messiness” of teaching/learning social (in)justice in the classroom. Moving away from the rhetoric of classroom safety typical of liberal individualism, we interrogate the tensions inherent in confronting embodied and unequal power relations. Through this text, we enact a pedagogy of discomfort that compels us as educators and students to enter and critically engage difficult and discomfiting spaces that are systematically unacknowledged or silenced in the classroom. Inspired by Augusto Boal’s work on theatre of the oppressed, our performance text integrates audience intervention as a collective effort to imagine more radically inclusive possibilities in the classroom.
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