Equity in Black theatre history classrooms | Intellect Skip to content
Ethical Dramaturgies
  • ISSN: 1757-1979
  • E-ISSN: 1757-1987


This article reflects on the experiences of a white male faculty teaching Black theatre history at a predominantly white institution. It views the Black theatre history classroom as a potential haven for theatre students of colour, and highlights the critical role of a white faculty member in honouring and protecting that space. It argues for the importance of self-reflection and humility on the part of white faculty as we engage with topics surrounding Black history. This piece references the traditional power dynamics between students and faculty, and reimagines those power dynamics when white faculty members teach Black theatre history to Black students. In our current moment of racial upheaval and reckoning within the rehearsal rooms and on our stages, this reflection contends that we must also examine the ways in which our pedagogy in Black theatre history can be actively antiracist. Ultimately, this piece advocates that white faculty work to de-centre their own whiteness in their theatre history classrooms and commit to humility and a willingness to learn from their students of colour.


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  1. Sperrazza, Tyler. ( 2020;), ‘ Equity in Black theatre history classrooms. ’, Performing Ethos: An International Journal of Ethics in Theatre & Performance, 10, pp. 105107, doi: https://doi.org/10.1386/peet_00023_7
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  • Article Type: Article
Keyword(s): antiracism; Black theatre; pedagogy; power; race; theatre history
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