Pin@y Educational Partnerships A Counter-Pipeline to Create Critical Educators

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.

Critiquing Empire Through Desirability: A Review of 40 Years of Filipinx Americans in Education Research, 1980 to 2020

“…Scholars also anchored their focus on Filipinx Americans in education through Ethnic Studies to develop tools applicable to fields including curriculum studies and teacher preparation (Curammeng et al, 2016; Halagao et al, 2009; Tintiangco-Cubales et al, 2016; Tintiangco-Cubales & Sacramento, 2009). Tintiangco-Cubales et al’s (2010) study on Pin@y Educational Partnerships (PEP) serves as a transformative intervention for the development of Filipino American studies, Filipino American curricula, and research. We noticed that a majority of the studies that utilized critical pedagogy and Ethnic Studies took place in a K–12 context.…”

“…In their appraisal of the model minority myth in education research, Yi et al (2020) emphasize the importance of such contexts describing, "Contexts also shape how scholars and advocates generate, analyze, exchange, and deploy knowledge to advance equity agendas" (p. 547). Several studies drew heavily upon Paulo Freire's body of work and theorizing around critical pedagogy (Curammeng et al, 2016;Jocson, 2009;Tintiangco-Cubales, et al, 2010) and others paired Freirean pedagogy with liberatory frameworks (Halagao, 2010;Tintiangco-Cubales & Sacramento, 2009).…”

Pin@y Educational PARtnerships: Ethnic Studies Students, Teachers and Leaders as Scholar Activists

“…The "C4 Lesson Plan" includes four parts: (1) Cultural Energizer; (2) Critical Concepts; (3) Community Collaboration and/or Critical Cultural Production; and (4) Conclusive Dialogue. PEP teacher alumni and directors have also produced a body of work that is used widely in schools, college and universities, and community-based organizations including: two resource books focus on critical Filipina/o/x American pedagogy, curriculum, and lesson plans; two books on how to develop critical language for elementary school students; and articles on educational counterspaces,Pinayist Pedagogy,the Ethnic Studies Praxis Story Plot,(ESPSP) Critical Leadership Praxis (CLP),Historical Responsive Pedagogy (HRP),Critical Performance Pedagogy (CPP),Barangay Pedagogy,Critical Pin@y Parenting, and PAR projects (Curammeng, Lopez, and Tintiangco-Cubales, 2016;Daus-Magbual, 2016;Daus-Magbual and Daus-Magbual, 2018;Daus-Magbual and Tintiangco-Cubales, 2016;Tintiangco-Cubales, 2007, 2009Tintiangco-Cubales et al, 2010;Tintiangco-Cubales and Sacramento, 2009). PEP also supported the development of the Filipino Language Enrichment Pathway at Longfellow Elementary School supported the expansion of Ethnic Studies to the primary and middle school levels.…”

“…Although Filipinas/os/xs was 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 curriculum and research on Filipinas/os, at both the college and K-12 levels (Tintiangco-Cubales, Daus-Magbual, and Daus-Magbual, 2010). There was also a lack of social and academic services for youth in our community.…”

“…

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 development of Participatory Action Research (PAR) projects that were built through the direct result of university-school-community partnerships.

…”