While dance training is widely recognized for its benefits, my extensive experience in the field has revealed that the prevalent authoritative teaching methods often encourage a toxic environment. This research investigates the rigid obedience expected of dancers, the discouragement of questioning, and the normalization of potentially harmful and unethical practices within dance studios. Such environments stifle creativity and contribute to a culture of fear where teachers are viewed as figures of authority not to be questioned, and students are dissuaded from voicing concerns. This study explores the reasons behind these traditional teaching methods and proposes ways to cultivate a healthier, more equitable environment in dance education. Through this work, I aspire to contribute positively to the dance community by advocating for reforms that prioritize the well-being and empowerment of dancers. In this thesis, I employ autoethnography to critique the elitism and entrenched superiority within classical dance, drawing on my extensive experience and the privileges I have observed as a dancer. This field is marked by a protective reluctance against evolution from its current critical pedagogy. I argue for a pedagogical shift that recognizes student discourse as an integral part of the learning process, advocating for a classroom environment where every student is nurtured. Inspired by Paulo Freire's humanizing pedagogy and the insights of bell hooks, my goal is to create a dance class that encourages critical engagement, deepens technical understanding, and challenges dancers in healthy ways. This approach aligns with dance scholars' push towards more progressive and inclusive teaching methods. This thesis outlines the continuing implementation of new strategies tailored for the 21st-century student, aiming to create an optimal learning environment characterized by inclusivity, equity, humanity, and integrity. It challenges the traditional valuation of specific backgrounds and appearances, paving the way for transformative and thought-provoking experiences in the dance studio.