Danny M. Cohen
Assistant Professor of Instruction
2120 Campus Drive
Evanston, IL 60208-0001
BiographyDanny M. Cohen is a learning scientist, fiction writer, and education designer. Concerned with collective memories of atrocity, he focuses his teaching and research on the development of community programming for social justice, memorialization and museum design, and appropriate and inappropriate pedagogies for educating about violence. Danny is the founder of Unsilence Project, a series of educational experiences for teenagers and the public that bring to light marginalized narratives of the Holocaust, genocide, and human rights. Danny is a governor-appointed member of the Illinois Holocaust and Genocide Commission, he was a Faculty Fellow of the Auschwitz Jewish Center, and he sits on the editorial advisory board of the journal The Holocaust in History and Memory. Danny is also a writer of young adult human rights fiction, including the historical novel Train.
Curriculum VitaeView Danny M. Cohen's CV.
- 2014 - Faculty Honor Roll
- 2013 - Outstanding Instructor Award
- 2013 - Faculty Honor Roll
- 2012 - Faculty Honor Roll
- 2011 - Alumni Leadership Award
|2011||PhD, Learning Sciences||Northwestern University|
|2005||MA, Learning Sciences||Northwestern University|
|2011||Historical narratives in tension: Holocaust educators' perceptions of victimhood|
Program Design & Implementation How can we encourage meaningful social change? How can we design and implement effective programs that address social problems and social needs? We will attempt to answer these questions by exploring specific steps of the design and implementation process, including conducting a needs analysis, creating global and incremental goals, designing virtual and physical environments, and ensuring program sustainability. By examining characteristics of youth and community programs in the fields of education, social welfare, human development, health promotion, human rights, and civic engagement - at the local, national, and international levels - we will seek to identify commonalities and understand differences among them. You will work in small teams to design original social programs that address issues you care about.
Topics: Holocaust Memory, Memorials, and Museums What is Holocaust memory? How has Holocaust memory changed over time, and how does the Holocaust continue to affect our understanding of trauma, atrocity, and human rights today? This new seminar will address individual memory, including survivor and witness testimony, memory and trauma, and the impact of the Holocaust on survivors' families and communities. We will also explore collective Holocaust memory and the development of mainstream Holocaust narratives. We will consider Jewish, non-Jewish, and national Holocaust memorialization, including rituals of commemoration and the establishment and development of Holocaust memorials, museums, and institutions in the United States and around the world. Course texts -- including film and fiction -- will support us to ask questions about the relationships between individual and collective memories, as well as between commemoration and education. Evaluation will consist of class and online participation, reflection papers, and a take-home midterm. The course will culminate in a student-led final presentation and project.
Topic: The Holocaust and Education How can we design engaging and relevant Holocaust education? How has Holocaust education developed over time? What is its purpose? And what is its future? In this course, we consider and debate the complexities and challenges of Holocaust pedagogy, including responding to learners' emotions and misconceptions. We explore the possible goals of educating about the Holocaust, the merits and challenges of addressing all of the Nazis' target groups, and the relationship between Holocaust education and genocide education. We study the benefits and challenges of prioritizing specific perspectives, including those of victims, survivors, the second and third generations, rescuers, liberators, bystanders, perpetrators, and collaborators. Through theoretical texts, fiction, film, witness testimony, school curricula, and museum and online exhibitions, we explore appropriate and inappropriate teaching methods and consider the design of training for Holocaust educators across formal and informal learning environments.
|2011||Illinois Holocaust and Genocide Commission||Commissioner||www.hgc.illinois.gov|
|2012||The Holocaust in History and Memory||Member of Editorial Advisory Board|
Last Updated: 2016-02-13 10:49:59