Abstract
This practitioners’ essay is about the programmatic and pedagogical development of Pin@y Educational Partnerships (PEP), a collaborative teacher pipeline that spans kindergarten to the doctoral level. As a “counter-pipeline,” PEP has been able to “grow our own” critical educators and provide a more critical and socially engaged education for all of its students. Since the fall of 2001, PEP has grown to provide services at five public schools with over forty teacher apprentices. This essay aims to provide PEP’s story as a resource for academics and practitioners in the hopes that more partnerships between the university, schools, and the community can be built to address the inequities and gaps that are prevalent in education, especially in the experiences of youth of color.
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