Since the turn of the millennium, there has been a heightened emphasis on the quality of teaching and learning in higher education, with an urge to reform the relationship between teachers and students. During this same period, a growing body of research has been conducted on unequal power dynamics in the teaching of dance technique. In this study, I am doing a literature review of 20 articles published between 1998 and 2020, which especially addressed dance technique and power dynamics in the context of higher education. I am particularly exploring strategies proposed in the literature to challenge unequal power dynamics within dance technique training in higher education. Through a thematic analysis of the articles, I have identified three clusters of strategies in the material: