ABSTRACT

In this chapter, the authors draw from the experiences of former Pin@y Educational Partnerships (PEP) teachers that have gone on to earn their teaching credentials to share how PEP exists as a Pin@y teaching pipeline counter to formal teacher credentialing programs. While not a formal credentialing program, PEP teachers receive invaluable preparation and experience teaching in PEP classes rooted in critical pedagogy and ethnic studies. In barangays, PEP teachers gain skills through the practice of critical pedagogy, curriculum development, lesson planning, and teaching. Teacher education programs can learn from how PEP has developed a deep commitment to serving people and reimagining what preservice teachers and teacher education's needs are. PEP, however, operates from the vantage of historical/social contexts with a deep and complex understanding of how social toxins and inequity are structured. This is achieved by learning through a decolonizing lens that develops agents of social justice and critical hope.