Conversations on race in teacher education cohorts

This paper explores 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, 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.