HomePublicationsSeries on Engaged Learning and TeachingPromoting Equity and Justice through Pedagogical Partnership Chapter 2: A Conceptual Framework for Redressing Harms and Working Toward Equity and Justice Through Partnership Book MenuPromoting Equity and Justice through Pedagogical Partnership ChaptersChapter 1Chapter 2Chapter 3Chapter 4Chapter 5Chapter 6Chapter 7About the Authors Book Resources Reviews Buy in PrintISBN: 9781642672091June 2021 Chapter 2 of Promoting Equity and Justice through Pedagogical Partnership presents a conceptual framework for understanding multiple forms of violence and the resulting harms that students from equity-seeking groups face in postsecondary education. It names violence as what is done by institutions and individuals to preserve dominant structures and processes (and uses the plural violences to signal that there are multiple forms) and investigates the harms such violence provokes for equity-seeking students. The conceptual framework is divided into three parts: (1) epistemological violences and harms related to the disqualification and discounting of equity-seeking students’ knowledge and capacity as knowers; (2) affective violences and harms, such as emotional repercussions from experiences of oppression; (3) and ontological violences and harms where possibilities for being are restricted. The chapter and book focus on these three aspects because pedagogical partnership approaches, which emphasize respectful and reciprocal interpersonal relationships, often have an impact at epistemic, affective, and ontological levels and are thus well-suited to addressing these otherwise obscured or minimized injustices and resulting harms. The chapter supports this conceptual framework with quotes of student experiences of such harms from research on inequities in postsecondary education. Discussion QuestionsChapter 2 draws on excerpts from student reflections to illustrate how epistemic, affective, and ontological violences and harms may manifest and be experienced by students from equity-seeking groups. Drawing on the table depicting epistemic violences and harms on page 15, the table depicting affective violences and harms on page 18, and the table depicting ontological violences and harms on page 21, consider how these examples relate to your own educational context. What do you find most resonant, surprising, or uncomfortable about the experiences of epistemic, affective, and ontological violences and harms presented in this chapter? Reflecting on your own context, what epistemic, affective, and ontological violences or harms have you experienced, witnessed, or had shared with you? How do you see these conceptions of epistemic, affective, and ontological violences and harms contributing to your recognition and understanding of students’ experiences of inequity and injustice (including your own, if relevant)? What might they help confirm or make more perceptible? What are some examples of the epistemic, affective, or ontological violences and harms that faculty/staff from equity-seeking groups might face? In what ways might these be similar to or different from the experiences of students? Share: