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.