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 was a Faculty Fellow of the Auschwitz Jewish Center and he is a current Global Justice Fellow of the American Jewish World Service. He is an appointed member of the Illinois Holocaust and Genocide Commission and 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.
Awards/Honors2014 - 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|
Selected PublicationsCohen, Danny M. (Working Paper/In Press/Under Review). 'The 19th Window' / Behind 'The 19th Window'. The Holocaust in History and Memory: 7.
Cohen, Danny M. (Working Paper/In Press/Under Review). Dead Ends in Jilovsky, Esther, Silverstein, Jordy, & Slucki, David (Eds.), In the Shadows of Memory: The Holocaust and the Third Generation Vallentine-Mitchell Publishers, London.
Lassner, Phyllis D. and Cohen, Danny M. (2014). Magical transports and transformations: The lessons of children’s Holocaust fiction. Studies in American Jewish Literature, Volume 33, Number 2: 167-185.
Cohen, Danny M. (2013). Masks of Holocaust memory. The Holocaust in History and Memory, 6: 73-86.
Cohen, Danny M. (2012). Teaching about T4. The Holocaust in History and Memory, 5: 103-115.
Norris, Linda, Cohen, Danny M., and Mann, Stacey (2012). When histories horrify: Supporting visitors’ responses through responsible interpretation. History News: The Magazine of the American Association for State and Local History, 67(4): 16-20.
Mann, Stacey & Cohen, Danny M. (2011). When a boxcar isn't a boxcar: Designing for human rights learning. Exhibitionist, 30(2) : 26-31.
Cohen, Danny M. (2011). Overlapping triangles: Teaching the interdependency of Holocaust victimhoods. The Holocaust in History and Memory, 4: 41-60.
How are different forms of prejudice connected? How do collective acts of remembering and forgetting particular atrocities affect collective actions in the present? And how can we design learning environments that support young people to engage with the lessons of violent histories? My research combines the design of Holocaust education -- grounded in canonical texts of Holocaust Studies -- with pedagogical design -- framed by core ideas within the field of the Learning Sciences. I focus on the pedagogical implications of educators' perceptions of Holocaust history, as well as how young people draw connections between Holocaust history and contemporary cases of oppression and atrocity. Underpinning my research is my interest in how the marginalization of particular collective memories lead to enduring exclusions of particular social groups.
|SESP 303||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.|
|SESP 351||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.|
|TEACH_ED 351||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: 2016-01-11 10:37:06