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.

There are urgent and specific forms of violence faced by students from equity-seeking groups, practices that have led to harms that we, as educators and practitioners, are called on to redress. The power of this compact volume lies in its ability to clearly and forcefully delineate both the roots of the violence and the methods by which paths toward healing can be opened. By synthesizing the literature on partnerships and post-secondary student equity, this essential text offers an invitation to reimagine how higher education can provide a collaborative space of engagement in which justice can be pursued.

This is the book we have been waiting for. It provides a paradigmatic shift in understanding the relationships between partnership and equity and justice.  From the moving account in the foreword of the “healing” experienced by one Afro-Latina student during the course of her engagement in a partnership program; through the development and application of a powerful conceptual framework for understanding the violences and resulting harms that marginalised students face in higher education; to the insightful case studies, reflections, and recommendations focused on how pedagogical partnership can redress the harms equity-seeking groups experience; the book carries the reader forward with passion and care.

This is a must-read book for anyone participating in, advocating for, or curious about learner-teacher partnerships. Alise, Beth, Alison and Leslie invite us into a thought-provoking consideration of harm and injustice that paves pathways toward healing longstanding inequities in higher education. It is a big task aptly investigated and theorised with nuance and care that will be guiding research and inspiring meaningful pedagogical partnership practices for years to come.

As social creatures, each one of us seek to belong and want to know that we, and by extension our community, matter. The experience of inequity, individually or collectively, shatters assumptions we have about our environment in a way that is traumatic. In this book, the authors poignantly and appropriately argue that inequities and injustice, or policies that lead to or perpetuate them, are acts of violence that lead to various forms of harm. The authors present pedagogical partnerships as a powerful liberatory praxis that can mitigate the impact of such violence. For those of us who care passionately about equity and justice in higher education, this book not only offers an antidote to inequity and injustice, but we are also invited to consider how their ideas might be further contextualized, refined, and applied across disciplines and institutions.