Visiting Research Scholars
Dr. Tamar Mayer is the Robert R. Churchill Professor Emerita of Geosciences at Middlebury College in VT. She is a feminist political geographer and the past director (2012-2020) of both the Rohatyn Center for Global Affairs and the Program in International and Global Studies at Middlebury College, in VT.
For more than a decade, Dr. Tamar Mayer also directed the Program in Modern Hebrew and Israeli Society. Her research interests lie in the interplay among nationalism, homeland, and memory, with a special focus on stateless ethnic nations, specifically Jews pre-statehood, Palestinians in the occupied West Bank, and the Uighurs in Xinjiang, China. She is the editor or co-editor of seven books that focus on different dimensions of international and global crises, the most recent of which is Displacement, Belonging and Migrant Agency in the Face of Power (Routledge, 2022). As a visiting Scholar at Brandeis University, she will take part in Consortium research on the topic of antisemitism.
Dr. Ketty Granite is a scholar and expert in Hebrew as a second language education, curriculum development, and pedagogy. She is the founder and director of Granite Ivrit, a pioneering Hebrew curriculum implemented in Jewish day schools across North America, Europe, and Australia. A former lecturer at Middlebury College and Universidad Hebraica, Dr. Granite currently teaches in the Teacher’s Certificate Program at the Jewish Academy Operations. She has trained and mentored Hebrew educators globally, shaping best practices in teacher training, differentiated instruction, and second language acquisition.
Dr. Granite holds a Doctor of Modern Languages (DML) from Middlebury College, where her research explores the professional identity of Hebrew teachers in Jewish day schools. She also holds master’s degrees in Educational Management (The Hebrew University of Jerusalem) and Teaching Hebrew as a Second Language (Middlebury College).
A recognized leader in Hebrew language education, Dr. Granite has developed curriculum frameworks, led professional development initiatives, and presented at international conferences and academic symposiums. As a visiting Research Scholar at Brandeis University, Ketty will take part in Consortium research on the topic of teacher identity, Hebrew language acquisition, and pedagogical methodologies.
Dr. Gila Azrad serves as Department Chair at Pressman Academy while maintaining an active presence in higher education, where she trains educators at universities across the globe. A graduate of Middlebury College with a Doctor of Modern Languages (DML) degree, she previously held a faculty position at Middlebury for several years.
Dr. Gila Azrad's expertise extends to consulting for Jewish educational institutions, where she provides strategic guidance on curriculum development and instructional practices. Her scholarly research, focusing on interactive pedagogical approaches in Hebrew language classrooms, has contributed valuable insights to the field of language education. Through this multifaceted career spanning administration, teacher education, and scholarly research, she continues to shape educational practices both domestically and internationally. As a Visiting Research Scholar at Brandeis University, she will take part in The Hebrew Consortium's research on the topic of perception of authenticity in Hebrew language acquisition.
Omri Shick is a seasoned educator, administrator, and researcher with over 11 years of experience in K-12 education, higher education, and program leadership. For the past eight years, he has served as an adjunct professor at CUNY, teaching advanced courses in science education, curriculum design, and technology integration for inclusive classrooms.
As the Managing Director of Hebrew and Israel Studies at the Hebrew Public Charter Schools Network, Omri has spearheaded initiatives to develop Hebrew as a world language within public school settings, with a particular focus on creating meaningful and inclusive learning experiences for students with special needs.
As a visiting scholar, Omri seeks to contribute his expertise in curriculum development, language education, and inclusive teaching practices to interdisciplinary initiatives. His work underscores his passion for cultivating equitable educational environments and leveraging research to address the challenges and opportunities of teaching Hebrew in diverse public settings.