Teacher fellows
Theo Cohen
As the French Editor for Parallel Histories responsible for the expansion of the programme in French speaking countries I have been delighted by the reaction of French students and teachers to this new approach.
As an academic trainer, our network of user schools is growing rapidly as we provide regular training for teachers and the classroom for online and in-class discussions.
I teach History in a lycĂ©e in Lyon in France and was regularly challenged by my studentsâ views, passion and sensitivities whilst teaching the Israeli-Palestinian conflict.
Traditional history textbooks have proved unsatisfactory as they aim to achieve an external “balanced view”, leaving out the historically-rooted perceptions underlying the protagonistsâ actions in the process. Furthermore, teachers may lack the training and tools to tackle this contentious topic.
Therefore, I am convinced of the need to foster an innovative educational approach, both interactive and inclusive, towards this difficult nub of international relations.
To date, several dozen schools in France and in the network of French high schools abroad have used our videos and our pedagogical proposals to address key issues in the secondary school curriculum and prepare for the Grand Oral exam.
I have graduated from two masterâs programs, one in International Relations at the University of Lyon, the other in Geopolitics at the French Institute of Geopolitics in Paris and completed part of my studies in the Hebrew University of Jerusalem in Israel. I wrote my masterâs thesis on the challenges and prospects of the Israeli Jordanian relations.
Theo Cohen
As the French Editor for Parallel Histories responsible for the expansion of the programme in French speaking countries I have been delighted by the reaction of French students and teachers to this new approach.
As an academic trainer, our network of user schools is growing rapidly as we provide regular training for teachers and the classroom for online and in-class discussions.
I teach History in a lycĂ©e in Lyon in France and was regularly challenged by my studentsâ views, passion and sensitivities whilst teaching the Israeli-Palestinian conflict.
Traditional history textbooks have proved unsatisfactory as they aim to achieve an external “balanced view”, leaving out the historically-rooted perceptions underlying the protagonistsâ actions in the process. Furthermore, teachers may lack the training and tools to tackle this contentious topic.
Therefore, I am convinced of the need to foster an innovative educational approach, both interactive and inclusive, towards this difficult nub of international relations.
To date, several dozen schools in France and in the network of French high schools abroad have used our videos and our pedagogical proposals to address key issues in the secondary school curriculum and prepare for the Grand Oral exam.
I have graduated from two masterâs programs, one in International Relations at the University of Lyon, the other in Geopolitics at the French Institute of Geopolitics in Paris and completed part of my studies in the Hebrew University of Jerusalem in Israel. I wrote my masterâs thesis on the challenges and prospects of the Israeli Jordanian relations.
