Graduate School of Education
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Kahdeidra Monét Martin, Ph.D.
Postdoctoral Scholar, Education
BioDr. Kahdeidra Monét Martin is currently a postdoctoral scholar of education at Stanford University, under the mentorship of Dean Anne Charity Hudley. She uses her lived experience, narrative inquiry, interviews, focus groups, and participatory community-based methods to examine linguistic variation, discourses of deviance, and the intersectional experiences of underrepresented groups in education research—namely Black youth in elite, independent schools and Black youth who are members of African diasporic religions. Her research explores strategies for culturally sustaining literacy instruction and interrogates notions of belonging and ethnicity within diasporic Black communities.
Through the lenses of critical race theory, intersectionality, and translanguaging, Dr. Martin examines raciolinguistics and the co-naturalization of language, race, and spirituality in the lives of African descendant people globally. She received her Ph.D. in Urban Education at The Graduate Center of the City University of New York in June 2021. Her dissertation is entitled “Counterstories of Black High School Students and Graduates of NYC Independent Schools: A Narrative Case Study.” It received the 2022 Outstanding Dissertation Award from the Qualitative Research SIG of the American Educational Research Association. Dr. Martin holds an M.S.Ed. in Teaching Urban Adolescents with Disabilities, from Long Island University, and a B.A. in African & African American Studies with a minor in Linguistics from Stanford University.
With Dr. Melissa Schieble and Dr. Amy Vetter, Dr. Martin has co-authored a book, Classroom Talk for Social Change: Critical Conversations in English Language Arts (Teachers College Press, 2020), which received a 2021 Divergent Book Award for Excellence in 21st Century Literacies Research. In recognition of her commitment to pedagogical excellence, she was one of three graduate student recipients of the 2020 Teaching Award.
Dr. Martin’s scholarship has been supported by numerous grants and fellowships, including a Fellowship by the Community Project to Prevent Discrimination and Violence Against Black and African Religions, Princeton University Crossroads Project Community Stories Fellowship, CUNY Mellon Humanities Alliance Teaching Fellowship, the Edwidge Danticat Society Graduate Research Award, and a two year Scholar in Residence at The Chapin School, her alma mater. -
Pauli Pakarinen
Postdoctoral Scholar, Education
BioPauli Pakarinen is a Postdoctoral Research Fellow at Stanford University in Graduate School of Education. His research examines the intersection of professional work, technology, and expertise in organizational settings. Pauli conducts ethnographic observation, archival work, and interviews to develop new understandings on how expertise and technology are mobilized in expert work to produce interventions, advice, and expert statements. He also investigates how expertise is increasingly incorporated and institutionalized into digital technologies, and how practitioners interact and work with these technologies. His research investigates theses question typically in complex settings saturated with information, technology, and interdependencies – such as simulation rooms, central banks, and financial market. His ongoing research focus on questions on relational and aesthetic expertise, professions and technology, expert work around models and data, and technological and regulatory transformations in financial services. Pauli holds Ph.D. in Organization and Management from Aalto University, Finland. Before joining Stanford, Pauli was a Postdoctoral Researcher at the Research Center for Work, Technology, and Organization at Emlyon Business School, France.
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Ehud Tsemach
Postdoctoral Scholar, Education
BioEhud Tsemach is currently a learning sciences scholar and a Jewish education researcher. His research interests at Stanford are developing a theoretical and pedagogical infrastructure for Jewish education, inspired by cognitive and dialogical learning sciences. The research explores pedagogies that facilitate textual thinking skills, and how cognition processes are interwoven with identity, values, and cultural background in the context of the classroom.
Tsemach’s PhD research has focused on Ultra-Orthodox Jewish students and explored how cognition, sociocultural background, and gender intersect. His peer-reviewed studies delineate the ways Ulta-Orthodox Jewish men and women build arguments in an academic context compared to other populations.
In 2020-2021 Tsemach had a postdoctoral fellowship at the Dialogos Center at the Hebrew University of Jerusalem. During his fellowship, he took part in developing research methods for analyzing classroom discourse inspired by Latour’s Actor-Network-Theory. During that year, he also co-researched, at the Center for the Study of Teacher Training and studied different aspects of teachers’ training programs at the Hebrew University of Jerusalem.
