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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.

Although Filipinas/os/xs was (and continues to be) one of the fastest-growing populations in the United States, especially in San Francisco Bay Area, when Pin@y Educational Partnerships (PEP) started in 2001, there were limited services, curriculum, and research on Filipinas/os/xs at both the college and K–12 levels (Tintiangco-Cubales, Daus-Magbual, and Daus-Magbual, 2010). This resource essay focuses on the PEP’s de- velopment of Participatory Action Research (PAR) projects that were built through the direct result of university-school-community partnerships. We cover three innovative research methods known as Youth Participatory Action Research (YPAR), Teacher Participatory Action Research (TPAR), and Leadership Participatory Action Research (LPAR). YPAR, TPAR, and LPAR are informed by critical pedagogy, critical inquiry, and community responsive pedagogy (Daus-Magbual and Tintiangco-Cubales, 2016; Freire, 1970; Tintiangco-Cubales et al., 2016). Building on this AAPI Nexus issue’s theme, this essay demonstrates engaged social justice research across the educational pipeline and the power of collaboration between universities, schools, and communities. Through PEP’s PAR projects, we offer ways that students, educators, and leaders can work together to- ward transformative change in schools and communities.