Source: Teaching Education, Volume 20, Issue 2 , pages 175 – 188 (June 2009).
This article investigates the efficacy of employing the cohort model of teacher education for preparing pre-service teachers to address issues of race within an urban university setting.
The results of the research indicate that the cohort facilitates a degree of familiarity and support amongst the teacher candidates. Furthermore, it also provides exposure to diverse experiences and requires staff who are knowledgeable about discourses of difference to provide a foundation for addressing and challenging notions of race. Additionally, ensuring that members of the cohort engage in a comprehensive analysis of the systemic and institutional aspects of oppression is central to effectively understanding social inequities.