In chapter 5, Glenda notes how ‘words are not only heard or received but they also move the talker’. We editors both had this experience as we engaged with the chapters in Part I of this book, entitled ‘Power and difference embodied in the supervision process’. We did not just see and read the words; they touched us and moved us. Our joint editing-writing process, over time, mirrored the content of the chapters: as the chapter drafts passed back and forth between each other and our author colleagues, we editors engaged personally with the author’s words on each page, ‘drinking them in’ and noticing their effects on our bodies and our practice. In this way, we embodied the material offered in the chapters as we read them, ¿nding ourselves experiencing strong feelings, perhaps of sadness or rage, or of elation or inspiration as we read in the moment. Over time we have found ourselves further embodying the ideas and practices presented in the chapters, sometimes as a supervisor, a practitioner, supervisee or trainee. We are grateful to the authors of Part I for the opportunity to engage personally with their writing and for their contributions to our developing supervision practice.