Epistemic Injustice: Power and the Ethics of Knowing, by Miranda Fricker. New York: Oxford University Press. August 2007. ISBN: 9780198237907. 192 pages.

Since November 2018, my colleagues and I at the Leo T. McCarthy Center for Public Service and the Common Good at the University of San Francisco have been working with a few long-time community partners to update our professional development curriculum. Our efforts led recently to the launch of the Community Partner Co-Educator Fellowship, a series of six 2-hour workshops designed to deepen nonprofit staff members’ understanding of community-engaged learning and to develop practices for cultivating reciprocal partnerships and fostering students’ civic learning. As we moved through the program design process, we were committed to integrating community voices into this fellowship, but we struggled to find publications that emanated purely from community expertise. Though community partners have participated in some qualitative studies, their voices are often shared by researchers as short quotes to illustrate overarching themes (Bacon, 2002; Blouin & Perry, 2009; Cronley, Madden, & Davis, 2015; Sandy, 2007; Sandy & Holland, 2006; Tinkler, Tinkler, Hausman, & Tufo-Strouse, 2014; Worrall, 2007). In fact, we could only find one peer-reviewed article authored by a community partner (Reyes, 2016). Is it truly the case that so few resources reflect the perspectives of those community-based wisdom-holders meant to be collaborators in the work of community-engaged learning?