Elisheva Cohen
Biographic Data
| ID | 3638915 |
|---|---|
| NAME | Elisheva Cohen |
| GIVEN NAMES | Elisheva |
| FAMILY NAME | Cohen |
| SIGNATURE | COHEN E |
| AFFILIATIONS | Indiana University |
| ORCID | 0000-0002-4512-9313 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 2 |
| AUTHOR COUNT | 7 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Teacher professional development during a global pandemic
This article introduces a professional development webinar series entitled “Teaching in Times of Crisis: Learning from Educators Around the World”. This is a unique model for teacher professional development and peer-to-peer-learning among teachers around the globe. By positioning teachers predominantly from the Global South as experts, this series sought to equip American teachers with strategies, tools and techniques for teaching during the COV…
A Human Rights-Based Evaluation Approach for Inclusive Education
This article reports on ways in which United Nations human rights treaties can be used as a normative framework for evaluating program outcomes. In this article, we conceptualize a human rights-based approach to program evaluation and locate this approach within the broader evaluation literature. The article describes how a rights-based framework can be used as an aspirational set of indicators for program evaluations to promote activities that a…
We Aren’t Only Here to Teach”
This article examines the complex process of teachers’ care for students in contexts of inclusive refugee education in Jordan, where Syrian refugees and Jordanian students study together. I illustrate that while teachers’ caring practices represent efforts to support refugee students, they are limited by teachers’ inability to see the social, structural, and systemic power dynamics that restrict Syrian refugees, reifying unequal relations of powe…
The benefits and burdens of care
This paper brings together anthropology of uncertainty and gender and education to examine the gendered daily experiences of elementary level teachers in the United States at the onset of the COVID-19 emergency. We found that teachers responded to ongoing uncertainty through various forms of care both at work and home: care for students and their families, their colleagues, their school community, their own families, and when possible, themselves…
State of the field
Through a critical analysis of undergraduate Development Studies (DS) majors, this study examines the ways that DS departments construct the discipline and contribute to the production of knowledge in the field. By comparing curricular requirements of DS majors at 56 universities, this paper illuminates priorities of DS as identified through teaching. We find that most DS majors have an interdisciplinary focus, require courses in economics and re…
Constructing and Navigating Belonging along Local, National, and Transnational Dimensions
This study examines the construction, navigation, and contestation of belonging for Syrian refugee youth in the context of inclusive refugee education in Jordan, where refugee students study alongside Jordanian nationals. I demonstrate how belonging is always in flux and constantly being negotiated across local, national, and transnational scales, at times reinforcing belonging and at other times contradicting and challenging it. I argue that the…
Deconstructing and Reconstructing Comparative and International Education in Light of the Covid-19 Emergency
A Human Rights-Based Evaluation Approach for Inclusive Education
This article reports on ways in which United Nations human rights treaties can be used as a normative framework for evaluating program outcomes. In this article, we conceptualize a human rights-based approach to program evaluation and locate this approach within the broader evaluation literature. The article describes how a rights-based framework can be used as an aspirational set of indicators for program evaluations to promote activities that a…
We Aren’t Only Here to Teach”
This article examines the complex process of teachers’ care for students in contexts of inclusive refugee education in Jordan, where Syrian refugees and Jordanian students study together. I illustrate that while teachers’ caring practices represent efforts to support refugee students, they are limited by teachers’ inability to see the social, structural, and systemic power dynamics that restrict Syrian refugees, reifying unequal relations of powe…
Deconstructing and Reconstructing Comparative and International Education in Light of the Covid-19 Emergency
The benefits and burdens of care
This paper brings together anthropology of uncertainty and gender and education to examine the gendered daily experiences of elementary level teachers in the United States at the onset of the COVID-19 emergency. We found that teachers responded to ongoing uncertainty through various forms of care both at work and home: care for students and their families, their colleagues, their school community, their own families, and when possible, themselves…
State of the field
Through a critical analysis of undergraduate Development Studies (DS) majors, this study examines the ways that DS departments construct the discipline and contribute to the production of knowledge in the field. By comparing curricular requirements of DS majors at 56 universities, this paper illuminates priorities of DS as identified through teaching. We find that most DS majors have an interdisciplinary focus, require courses in economics and re…
Constructing and Navigating Belonging along Local, National, and Transnational Dimensions
This study examines the construction, navigation, and contestation of belonging for Syrian refugee youth in the context of inclusive refugee education in Jordan, where refugee students study alongside Jordanian nationals. I demonstrate how belonging is always in flux and constantly being negotiated across local, national, and transnational scales, at times reinforcing belonging and at other times contradicting and challenging it. I argue that the…
A Human Rights-Based Evaluation Approach for Inclusive Education
This article reports on ways in which United Nations human rights treaties can be used as a normative framework for evaluating program outcomes. In this article, we conceptualize a human rights-based approach to program evaluation and locate this approach within the broader evaluation literature. The article describes how a rights-based framework can be used as an aspirational set of indicators for program evaluations to promote activities that a…
We Aren’t Only Here to Teach”
This article examines the complex process of teachers’ care for students in contexts of inclusive refugee education in Jordan, where Syrian refugees and Jordanian students study together. I illustrate that while teachers’ caring practices represent efforts to support refugee students, they are limited by teachers’ inability to see the social, structural, and systemic power dynamics that restrict Syrian refugees, reifying unequal relations of powe…
Teacher professional development during a global pandemic
This article introduces a professional development webinar series entitled “Teaching in Times of Crisis: Learning from Educators Around the World”. This is a unique model for teacher professional development and peer-to-peer-learning among teachers around the globe. By positioning teachers predominantly from the Global South as experts, this series sought to equip American teachers with strategies, tools and techniques for teaching during the COV…
Political science (7 works) · Sociology (6 works) · Computer Science (3 works) · Education and experiences of immigrants and refugees (3 works) · Global Educational Policies and Reforms (3 works) · Law (3 works) · Medicine (3 works) · Pedagogy (3 works) · Psychology (3 works) · Social science (3 works)