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Hannah Kober

B.A. Brandeis University (Near Eastern and Judaic Studies)

Ph.D. Student, Stanford Graduate School of Education

Hannah Kober is a first-year doctoral student in Educational Linguistics with a concentration in Jewish Studies at Stanford Graduate School of Education. She is interested in the sociology of language education, with a focus on the impact of language ideologies and attitudes on Hebrew teaching and learning in North America. Hannah wrote her undergraduate honors thesis on the factors influencing motivations and experiences of Jewish Israeli university students pursuing Arabic studies. At Brandeis University, she served as an undergraduate liaison to the Department of Near Eastern and Judaic Studies and worked as a Research Assistant at the Mandel Center for Studies in Jewish Education. Hannah was most recently a Program Associate at the Shalom Hartman Institute of North America, where she coordinated research activities and programming for the North American faculty and fellows. Hannah is a Jim Joseph Fellow and a Wexner Graduate Fellow-Davidson Scholar.



Rafa Kern

M.A. Columbia Teachers' College (Educational Technology)

B.A. Yale University (Performance Studies)

Ph.D. Student, Stanford Graduate School of Education

Rafael “Rafa” Kern (pronounced “Hafa”) is pursuing a PhD because he felt underprepared to do the work of helping young people figure out how to live freely and fully in the world. He believes this kind of knowledge is inscribed on our bodies through history, both individual and collective, and that individuals have the power and responsibility to reshape their bodies and lives according to how they aspire to live. The ways individuals seek to do so (and the impacts of these pursuits) are the focus of Rafa’s research. He holds a BA in Theater Studies from Yale University, where he explored the transformative power of theater, and an MA in Instructional Technology and Media from Columbia University Teachers College, where his work focused on the relationship between transformation and habit formation, especially in video games. He is Brazilian, which is why his name is pronounced with a soft “H” sound at the beginning.



Caitlin Murphy Brust

B.A. Franklin and Marshall College (Philosophy and English Literature)

Ph.D. Student, Stanford Graduate School of Education

Caitlin is a doctoral student in Stanford’s Philosophy of Education program with an interest in the cultivation of moral and civic virtues, particularly within the diverse and evolving landscape of American higher education. Having grown up in Pittsburgh, Pennsylvania, Caitlin then earned her B.A. in Philosophy and English Literature from Franklin & Marshall College; while a student there, she deepened her passion for shaping education as a space for intellectual, moral, social, and spiritual growth. She comes to Stanford after working for two years as a speech and op-ed writer for then-F&M president Daniel Porterfield, with whom she advocated for twin values of increased college access and liberal education in our democracy—often centering arguments on the lived experiences of college students from all backgrounds. At Stanford she intends to blend her academic and professional experiences to research the philosophical implications of the moral and political development of students in the college space.



Marva Shalev Marom

M.A. Tel Aviv University

B.A. Tel Aviv University

Ph.D. Student, Stanford Graduate School of Education

Marva Shalev Marom is a third year PhD student at the Stanford Graduate School of Education, in the concentration for Education and Jewish Studies (EdJS) as well as Race Inequality and Language in Education (RILE). Before arriving at Stanford, Marva combined the study of Jewish and Buddhist mysticism with social and educational action: she founded community-based music education programs working predominantly with Ethiopian Israeli youth, analyzed the influence of Sanskrit phonetics on early Kabbalistic thought, and translated modern Jewish theologies. This simultaneity opened her eyes to how ancient spiritual traditions can help cultivate resilience in the face of oppression, dislocation, social and religious injustice. At Stanford, Marva is interested in how learning to be Jewish changes cross-culturally and is responsive to race and gender, migration and sovereignty. With a research team composed of Jewish-Ethiopian high-schoolers in Gondar, Ethiopia and Jaffa, Israel, she’s working on a Community Based Participatory Research (CBPR) model which combines research objectives, educational initiatives and creative documentation, aimed at mutual educational growth and creative social action.  



Abiya Ahmed

B.A. American University of Sharjah (AUS), Mass Communication

M.A. Islamic Studies, University of Aberdeen

Ph.D. Student, Stanford Graduate School of Education

Abiya Ahmed is a PhD candidate at the Graduate School of Education (GSE), and an MA candidate at the Department of Religious Studies. Using anthropological and sociological perspectives, she studies how people learn religion and practice religiosity. Her work addresses various American religious communities, with a focus on the American Muslim and American Jewish experience. Currently, she is working on her dissertation research, which aims to explore the ways in which Muslim college students negotiate Islamic commitments in largely secular settings and times.



Jeremiah Lockwood

B.A. Hunter College (Music)

Ph.D. Candidate, Stanford Graduate School of Education

Jeremiah Lockwood is in the final year of completing his PhD at the Graduate School of Education Concentration in Education and Jewish Studies. This summer he is finishing field work with young Chassidic cantors in New York City and is writing his dissertation. Jeremiah continues to perform as a musician throughout the United States, working extensively with his duo project Book of J, and will begin an association as guest musician at Temple Beth Sholom in San Francisco in the Fall of 2018.