This case study reflects on how Performative Foreign Language and Culture Education: (1) encourages students to be in charge of their learning processes through embodiment; (2) fosters community, sense of belonging, and the disruption of hierarchical norms by unleashing the power of discomfort; (3) brings to light the issue of assessment as a challenge within the institutional and capitalist 'belly of the beast'. The concept of 'script' is explored in relation to course design, maieutics, and the educational responsibility of planning our interventions so that they align with our institutional needs while also serving our students with equity and justice.