Alise de Bie is a Postdoctoral Research Fellow in the Paul R. MacPherson Institute for Leadership, Innovation, and Excellence in Teaching at McMaster University. Working across disciplines, Alise’s teaching and research has primarily contributed to Mad(ness) Studies and Critical Disability Studies. Their work can be found in journals such as Disability & Society, Teaching in Higher Education, Social Work Education, Academic Psychiatry, and Medical Humanities. Elizabeth Marquis is an associate professor in the Arts and Science program and the School of the Arts at McMaster University. Beth’s teaching and learning research focuses primarily on student-faculty partnership, the intersections between teaching and learning and questions of equity and justice, and film and media texts as public pedagogy. She has published widely on these and other topics (often in partnership with students), and her work can be found in journals such as Pedagogy, Culture, and Society, Teaching in Higher Education, and Discourse: Studies in the Cultural Politics of Education. From 2015–2020, Beth served as associate director (Research) at McMaster’s Paul R. MacPherson Institute for Leadership, Innovation, and Excellence in Teaching, where she codeveloped and oversaw McMaster’s Student Partners Program (SPP), and served as a founding coeditor of the International Journal for Students as Partners. Alison Cook-Sather is Mary Katharine Woodworth Professor of Education at Bryn Mawr College and director of the Teaching and Learning Institute at Bryn Mawr and Haverford Colleges. Alison has developed internationally recognized programs that position students as pedagogical consultants to prospective secondary teachers and to practicing college faculty members. She is founding editor of Teaching and Learning Together in Higher Education and founding coeditor of International Journal for Students as Partners. Leslie Patricia Luqueño is a doctoral student at Stanford University’

• Foreword–Alexis Giron 1. An Invitation to Promote Equity and Justice Through Partnership 2. A Conceptual Framework for Redressing Harms and Working Toward Equity and Justice through Partnership 3. Redressing Epistemic, Affective, and Ontological Harms Through Partnership 4. Case Studies of Two Programs That Seek to Redress Harms and Promote Equity and Justice 5. Tensions in and Limitations of Redressing Harms through Partnership 6. Applying the Framework. Individual Reflections and Contextual Considerations 7. Recommendations and Remaining Questions Appendix References About the Authors Index

“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.”Tia Brown McNair, Vice President in the Office of Diversity, Equity, and Student Success and Executive Director for the Truth, Racial Healing, and Transformation (TRHT) Campus Centers at the Association of American Colleges and Universities (AAC&U)“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.”Tracie Addy, Associate Dean of Teaching and Learning, Lafayette College, Co-author of What Inclusive Instructors Do

Alise de Bie is a Postdoctoral Research Fellow in the Paul R. MacPherson Institute for Leadership, Innovation, and Excellence in Teaching at McMaster University. Working across disciplines, Alise’s teaching and research has primarily contributed to Mad(ness) Studies and Critical Disability Studies. Their work can be found in journals such as Disability & Society, Teaching in Higher Education, Social Work Education, Academic Psychiatry, and Medical Humanities. Elizabeth Marquis is an associate professor in the Arts and Science program and the School of the Arts at McMaster University. Beth’s teaching and learning research focuses primarily on student-faculty partnership, the intersections between teaching and learning and questions of equity and justice, and film and media texts as public pedagogy. She has published widely on these and other topics (often in partnership with students), and her work can be found in journals such as Pedagogy, Culture, and Society, Teaching in Higher Education, and Discourse: Studies in the Cultural Politics of Education. From 2015–2020, Beth served as associate director (Research) at McMaster’s Paul R. MacPherson Institute for Leadership, Innovation, and Excellence in Teaching, where she codeveloped and oversaw McMaster’s Student Partners Program (SPP), and served as a founding coeditor of the International Journal for Students as Partners. Alison Cook-Sather is Mary Katharine Woodworth Professor of Education at Bryn Mawr College and director of the Teaching and Learning Institute at Bryn Mawr and Haverford Colleges. Alison has developed internationally recognized programs that position students as pedagogical consultants to prospective secondary teachers and to practicing college faculty members. She is founding editor of Teaching and Learning Together in Higher Education and founding coeditor of International Journal for Students as Partners. Leslie Patricia Luqueño is a doctoral student at Stanford University’

• Foreword–Alexis Giron 1. An Invitation to Promote Equity and Justice Through Partnership 2. A Conceptual Framework for Redressing Harms and Working Toward Equity and Justice through Partnership 3. Redressing Epistemic, Affective, and Ontological Harms Through Partnership 4. Case Studies of Two Programs That Seek to Redress Harms and Promote Equity and Justice 5. Tensions in and Limitations of Redressing Harms through Partnership 6. Applying the Framework. Individual Reflections and Contextual Considerations 7. Recommendations and Remaining Questions Appendix References About the Authors Index

“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.”Tia Brown McNair, Vice President in the Office of Diversity, Equity, and Student Success and Executive Director for the Truth, Racial Healing, and Transformation (TRHT) Campus Centers at the Association of American Colleges and Universities (AAC&U)“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.”Tracie Addy, Associate Dean of Teaching and Learning, Lafayette College, Co-author of What Inclusive Instructors Do

Alise de Bie is a Postdoctoral Research Fellow in the Paul R. MacPherson Institute for Leadership, Innovation, and Excellence in Teaching at McMaster University. Working across disciplines, Alise’s teaching and research has primarily contributed to Mad(ness) Studies and Critical Disability Studies. Their work can be found in journals such as Disability & Society, Teaching in Higher Education, Social Work Education, Academic Psychiatry, and Medical Humanities. Elizabeth Marquis is an associate professor in the Arts and Science program and the School of the Arts at McMaster University. Beth’s teaching and learning research focuses primarily on student-faculty partnership, the intersections between teaching and learning and questions of equity and justice, and film and media texts as public pedagogy. She has published widely on these and other topics (often in partnership with students), and her work can be found in journals such as Pedagogy, Culture, and Society, Teaching in Higher Education, and Discourse: Studies in the Cultural Politics of Education. From 2015–2020, Beth served as associate director (Research) at McMaster’s Paul R. MacPherson Institute for Leadership, Innovation, and Excellence in Teaching, where she codeveloped and oversaw McMaster’s Student Partners Program (SPP), and served as a founding coeditor of the International Journal for Students as Partners. Alison Cook-Sather is Mary Katharine Woodworth Professor of Education at Bryn Mawr College and director of the Teaching and Learning Institute at Bryn Mawr and Haverford Colleges. Alison has developed internationally recognized programs that position students as pedagogical consultants to prospective secondary teachers and to practicing college faculty members. She is founding editor of Teaching and Learning Together in Higher Education and founding coeditor of International Journal for Students as Partners. Leslie Patricia Luqueño is a doctoral student at Stanford University’

• Foreword–Alexis Giron 1. An Invitation to Promote Equity and Justice Through Partnership 2. A Conceptual Framework for Redressing Harms and Working Toward Equity and Justice through Partnership 3. Redressing Epistemic, Affective, and Ontological Harms Through Partnership 4. Case Studies of Two Programs That Seek to Redress Harms and Promote Equity and Justice 5. Tensions in and Limitations of Redressing Harms through Partnership 6. Applying the Framework. Individual Reflections and Contextual Considerations 7. Recommendations and Remaining Questions Appendix References About the Authors Index

“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.”Tia Brown McNair, Vice President in the Office of Diversity, Equity, and Student Success and Executive Director for the Truth, Racial Healing, and Transformation (TRHT) Campus Centers at the Association of American Colleges and Universities (AAC&U)“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.”Tracie Addy, Associate Dean of Teaching and Learning, Lafayette College, Co-author of What Inclusive Instructors Do