During recess a conflict occurred between two fourth graders. A peer attempted to mediate unsuccessfully. Frustrated, the student protested, "[Teachers] never listen to us!" The student felt unheard and sought to play a more active role in conflict resolution. This article explores the use of literature to facilitate restorative conversations to foster conflict resolution by honoring all students' voices, perspectives, and experiences. Centering students' voices creates environments that disrupt oppressive systems and cultivate equitable anti-racist learning spaces.