Faculty and staff in higher education are looking for ways to address the deep inequity and systemic racism that pervade our colleges and universities. Pedagogical partnership can be a powerful tool to enhance equity, inclusion, and justice in our classrooms and curricula. These partnerships create opportunities for students from underrepresented and equity-seeking groups to collaborate with faculty and staff to revise and reinvent pedagogies, assessments, and course designs, positioning equity and justice as core educational aims. When students have a seat at the table, previously unheard voices are amplified, and diversity and difference introduce essential perspectives that are too often overlooked.

In particular, the book contributes to the literature on pedagogical partnership and equity in education by integrating theory, synthesizing research, and providing concrete examples of the ways partnership can contribute to more equitable educational systems. At the same time, the authors acknowledge that partnership can only realize its full potential to redress harms and promote equity and justice when thoughtfully enacted. This book is a resource that will inspire and challenge a wide variety of higher education faculty and staff and contribute to advancing both practice and research on the potential of student-faculty pedagogical partnerships.

A student once shared, “Don’t have conversations about us without us.” Promoting Equity and Justice Through Pedagogical Partnership provides the conceptual framework and practical strategies for leading transformative change efforts that support student success by centering student narratives, embracing the importance of collaborations, and acknowledging that our systems and structures can perpetuate inequities and harm unless we intentionally work towards achieving equity and justice. Educators seeking to develop a process for identifying and understanding how, why, and where inequities exist in the learning environment should read this book. The knowledge shared moves from just stating aspirational goals for equity and justice to identifying the process on how to get there.

As someone who has adopted pedagogical partnership models to advance inclusive teaching efforts, I can attest to the positive impacts such experiences have on student-faculty partners and classroom environments. Undergirded by a useful conceptual framework and the perspectives of students, Promoting Equity and Justice Through Pedagogical Partnership powerfully highlights how student partnerships can effectively redress harms. Given the importance of fostering equitable and welcoming classrooms, I highly recommend this book for anyone deliberating how to promote equity at their institution.