Georgetown University skyline with view of Potomac boathouse

Student Programs Annual Report

The following report captures the achievements of Berkley Center students this year and highlights our contributions to the Doyle Engaging Difference Program. Scroll down or use the navigation at the top of the page to discover highlights from teaching, learning, and researching at the center from the past year.


The Berkley Center offers a number of ways for students to get involved with the work of the center, including participating in fellowship programs, taking courses and conducting research through the Doyle Engaging Difference Program, and working as student assistants.

Our approach to student programs at the Berkley Center is grounded in the Jesuit value of caring for the whole person (cura personalis), a central tenet of the Georgetown University education. Programs are animated by the center’s mission of bringing together scholars, practitioners, policymakers, and students to seek a more just and peaceful world by building knowledge and advancing cooperation through research, teaching, and dialogue.

Upon completing any Berkley Center program, students should be able to:

  • 1

    Demonstrate global awareness, particularly interreligious and intercultural competencies, by engaging in discourse and practice on matters of political, religious, social, economic, and racial differences.

  • 2

    Demonstrate analytical abilities and the ability to clearly articulate well-researched issues through academic and professional mentorship of research and digital scholarship.

  • 3

    Illustrate interdisciplinary knowledge integration and intellectual curiosity in traditional and experiential learning spaces.

Georgetown University Copley Hall

Doyle Engaging Difference Program Anniversary

Shaping our student engagement mission is the Doyle Engaging Difference Program, now in its second decade. The program began with a generous gift and accompanying vision from William J. Doyle (C’72, then chair of the Georgetown University Board of Directors) to see Georgetown University lead the way in creating and implementing learning spaces that equip Hoyas to authentically and constructively engage differences, ultimately enabling them to repair communities through public and private institutions at local and state levels. The following report highlights our contributions to the Doyle Program as part of our collaboration with Georgetown’s Center for New Designs in Learning and Scholarship

Read about the Doyle Engaging Difference Program’s Twentieth Anniversary.

Student Programs: A Year in Numbers

Students Taught

Center faculty taught courses across the Georgetown campus, from the College and the School of Foreign Service to Georgetown Law.

REWA Minors

The Religion, Ethics, and World Affairs program offers a minor for Georgetown Main Campus undergraduate students administered through the Berkley Center.

Doyle Seminars

This year, the center supported Doyle Seminars on a wide range of subjects—from modern philosophy to anti-colonialism and disability narratives.

Education and Social Justice Fellows

Over summer 2021, fellows conducted research on Jesuit educational initiatives in Palestine and various locations in the United States.

Doyle Global Dialogue Students

The Doyle Global Dialogue provides a platform for Georgetown students to reflect on interreligious and intercultural engagement while studying abroad.

Student Assistants

Student assistants are integral to the work of the center, where they contribute to faculty research projects and support communications and outreach efforts.

Teaching at the Berkley Center

Senior Fellow Katherine Marshall teaches a class at the Berkley Center

Berkley Center Faculty

Our faculty seek to educate the whole person and encourage informed citizens who will go on to live out the Jesuit ideal of interreligious understanding. Senior fellows are trained in a wide range of disciplines—including public policy, history, development, political theory, literature, and law—and hold academic appointments across the university. Several of the center’s faculty previously worked outside of academia as senior officials in organizations like the U.S. Department of State and the World Bank.

Learn More about Berkley Center Faculty

Hear from our Students

Hear from our Students Slider

Beyza Yazici

The impact religion plays within my major of international politics cannot be understated, and I believe it helped me steer my major into a more ethical and humanity focused IPOL major. The minor also allowed me to make a relationship with the incredible Dr. Craig, which led to me getting recommendations from her to get my Capitol Hill internship as well as my Fulbright grant. Having a professor to be able to ask questions and share news with is something I was missing in my college career, so I am incredibly grateful I ended up in the REWA minor and got to meet Dr. Craig and the other incredible professors that teach REWA classes.

Beyza Yazici (SFS'22), 2022 Fulbright Scholar

Katherine Woodard

Only now being away from the Berkley Center do I realize just how significant the Center's impact has been on my career trajectory. The Berkley Center employs many of the world's foremost scholars of religion. However, it was easy to forget this as a Georgetown student, given how accessible these individuals were to me as professors, advisors, and close personal mentors. Now, I'm a graduate student at Harvard Divinity School, and many of my peers at HDS are seeking out ways to get involved with the Berkley Center as master's students. I feel so fortunate to already have an established relationship with the Berkley Center from my days as a Georgetown undergraduate. I carry lessons from the Berkley Center with me in all I do now within the realm of religious studies: the Education and Social Justice project taught me how to conduct research with human subjects and how to interpret qualitative data; the myriad of classes I took as a REWA minor provided me with several lenses for interpreting religious movements; and the syllabus for my REWA capstone class exposed me to many of the authors that now serve as the basis for my learning in my master’s degree. Not a day goes by that I’m not reminded of something I’ve learned because of my involvement with the Berkley Center!

Katherine Woodard (SFS'22)

Students wear mask while attending class at Georgetown University

Doyle Seminars

Doyle Seminars, sponsored by the Doyle Engaging Difference Program, offer instructors the chance to enhance their course with experiential learning through invited guests, outings to local museums or performances, and film screenings coupled with an intensive focus on student research projects. Smaller classroom settings provide a focused learning space for exploring national, social, cultural, religious, moral, and other forms of difference, and deepen student learning about diversity and difference through enhanced research opportunities.

Learn More about Doyle Seminars

Doyle Seminars: A Year in Numbers

Guest Lecturers
A tent sits on a concrete sidewalk next to several garbage dumpsters

Doyle Seminars Highlight

Media and Social Justice

Part of journalism’s mission is to tell the stories of those who are disenfranchised, marginalized, or oppressed, the stories of those who are most vulnerable to injustice and inequality. But is journalism really about justice? Should it be? Media and Social Justice, a Doyle Seminar taught by Ann Oldenburg (G’20) in fall 2021, explored ways to report on social justice topics through opinion writing, solutions journalism, immersive journalism, and investigative journalism.

Read more about the Media and Social seminar.

Student Reflects on Doyle Seminars

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Nate Kral

“I have been able to report in and outside of encampments, talk to government agencies, build relationships throughout the city, and do hands-on work with the unhoused population in DC. Being able to see the impact in a clear and measurable way is awesome.”

Nate Kral (C’22)

2021-2022 Doyle Seminar Faculty

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Theodora Danylevich
Theodora Danylevich

Adjunct Lecturer, Department of English

Disability Narratives (ENGL 445) explored what a “disability narrative” is, has been, and could be. To contextualize this journey, students considered how the category of disability operates culturally and politically.

Ann Oldenburg
Ann Oldenburg

Assistant Director and Lecturer, Journalism Program

Part of journalism’s mission is to tell the stories of those who are disenfranchised, marginalized, or oppressed, the stories of those who are most vulnerable to injustice and inequality. But is journalism really about justice? Should it be? Media and Social Justice (JOUR 368) explored ways to report on social justice topics through opinion writing, solutions journalism, immersive journalism, and investigative journalism.

Brett Evans
Brett Evans

Assistant Teaching Professor, Department of Classics

Egyptomania (CLSS 218) explored the ancient Greeks' and Romans' conceptual and imperial appropriation of Egypt as a field for their own self-definition. In both group presentations and final research papers, students articulated how the ancient texts they have studied influenced America’s appropriation of Egypt as a powerful tool in the formation of empire and racial ideology.

Hwa Yeong Wang
Hwa Yeong Wang

Post-Doctoral Fellow, Department of East Asian Languages and Cultures

Intro to Korean Philosophy (KREN 380) focused on Confucianism, one of the major philosophical traditions in East Asia that has contributed in diverse and enduring ways to East Asian people’s understanding of themselves and the world.

Shelbi Nahwilet Meissner
Shelbi Nahwilet Meissner

Assistant Professor, Department of Philosophy

Topics in Anti-Colonialism (PHIL 418) asked students to engage with global anti-colonial resistance movements. This engagement will include researching primary source material from global anti-colonial resistance movements; reading anti-colonial, anti-imperial, and decolonial theory; and co-theorizing key threshold topics like oppression, resistance, resurgence, coalition, and solidarity.

Sky Sitney
Sky Sitney

Director, Film and Media Studies Program

Documentary Film: History and Theory (FMST 355) surveyed the evolution of documentary film (technological, stylistic, thematic, etc.), while taking up theoretical debates around cinematic claims to truth and representations of reality. Students examined how the documentary genre differs from other kinds of filmmaking, how documentaries make “truth claims,” and how these claims influence the ways in which these films are received and circulated.

Huaping Lu-Adler
Huaping Lu-Adler

Associate Professor, Department of Philosophy

History of Modern Philosophy (PHIL 282) reflected on the conditions under which the typical syllabus for this course—for example, Descartes, Locke, Hume, Spinoza, and Kant—formed to revolved around the canonical Enlightenment philosophers, all male and all European, and completely excluded women and non-whites/non-Europeans alike.

Marissa Fond
Marissa Fond

Assistant Teaching Professor, Department of Linguistics

Language, Gender, and Sexuality (LING 343) was an introduction to an expanding and evolving field within sociolinguistics: the intersection of language with ideologies of gender and sexuality. By integrating a variety of theoretical and analytical perspectives from sociolinguistics and gender theory, the class explored how language in use shapes—and is shaped by—social constructions of gender and sexuality.

Michael T. Williams
Michael T. Williams

Assistant Professor of Practice, Theater and Performance Studies Program

Co-taught by Michael T. Williams and Sivagami Subbaraman, Performing LGBTQ+ History (TPST 242) explored creative approaches to the theatrical adaptation and embodiment of historical LGBTQ+ materials. Students were invited to serve as artist-investigators who research, adapt, and perform in short theater works born verbatim from the oral histories and archival documents of real-world LGBTQ+ activists, change-makers, and allies.

Sivagami Subbaraman
Sivagami Subbaraman

Founding Director, LGBTQ Resource Center

Co-taught by Michael T. Williams and Sivagami Subbaraman, Performing LGBTQ+ History (TPST 242) explored creative approaches to the theatrical adaptation and embodiment of historical LGBTQ+ materials. Students were invited to serve as artist-investigators who research, adapt, and perform in short theater works born verbatim from the oral histories and archival documents of real-world LGBTQ+ activists, change-makers, and allies.

Faculty Reflects on Doyle Seminars

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Ann Oldenburg

“The collaboration with Street Sense gave an added purpose to the course, as students analyzed their annual News Blitz on covering the homeless population in DC for the previous five years, along with this year's blitz in October.”

Ann Oldenburg (G’20)

Doyle Faculty and Student Initiatives

Doyle Faculty and Student Initiatives Slider

A professor lectures to students with a PowerPoint presentation
Conversations about Anti-Racism

The “Doyle Conversations about Anti-Racism in Higher Education” was a three-part conversation series held during the 2021 spring semester that brought together students, faculty, and staff at Georgetown University. Sponsored by the Doyle Engaging Difference Program, the series invited members of the Georgetown community to share strategies and tools related to anti-racist work across campus, building on a similar series of events held in fall 2020.  

Read the full event summary.

In Your Shoes participants sit on a theatre stage
In Your Shoes

In Your Shoes™: Georgetown Student and Faculty Dialogues is a pilot project designed to bring together Georgetown faculty and students in order to engage in dialogue about the intersection of identity and learning. This project is a collaboration between the Laboratory for Global Performance and Politics, the Curriculum Transformation Initiative for Racial Justice, and the Doyle Engaging Difference Program.

Learn more about the program.

Learning at the Berkley Center

The Berkley Center administers the Religion, Ethics, and World Affairs (REWA) minor, which offers students the opportunity to reflect on faith and ethics in international affairs, religion and politics, and religion in history and culture. Learning at the Berkley Center extends far outside classroom walls through the global experiences of the Doyle Global Dialogue and our collaboration with the Pulitzer Center on Crisis Reporting.

Columbus Circle globe sculpture in Manhattan, New York City

Religion, Ethics, and World Affairs Minor

REWA minors explore faith and ethics across three thematic areas: international affairs, religion and politics in comparative perspective, and religion in history and culture. REWA students take five electives and a capstone seminar to foster engagement on salient issues at the intersection of religion, ethics, and world affairs.

Learn More about Religion, Ethics, and World Affairs Minor

REWA Alumni Outcomes

Stay in Washington, DC
Pursue Graduate Programs
Have Careers in Government, Research, or Consulting
Senior Fellow Rev. David Hollenbach, S.J.

REWA Capstone Seminar

Shaun Casey taught the REWA capstone seminar in fall 2021, emphasizing tensions between personal ideals and political realities in various national contexts as well as applying grand strategic theory to religion and theology in a postliberal age. Rev. David Hollenbach, S.J., taught the capstone seminar in spring 2022, exploring how ethical and religious forces help frame and respond to issues of global concern. REWA capstone students presented their research during the Spring 2022 Student Symposium poster session.

Spring 2022 REWA Student Symposium

A student presents at the 2022 Spring REWA Symposium
Spring 2022 REWA Student Symposium

Our Spring Symposium ran April 28 through 29. The Berkley Center developed a virtual space on our student programs Hoya Paxa blog series to feature the research of REWA students from their capstone seminar (GOVT 313) on diverse topics including the role of religion in Biden’s environmental policymaking, just war theory and targeted killings, Vatican-Taiwan relations, and more. We invited Georgetown and the wider Berkley Center community to participate by commenting on the student projects in addition to attending select in-person presentations across Main Campus.

Explore the Hoya Paxa blog series.

related | Explore Berkley Center student projects.

Graduating REWA Students

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Katherine Woodard
Katherine Woodard (SFS'22)

Thesis: “A City Upon a Hill: Tracking American Conservative Christian Political Involvement from Separatist Fundamentalism to the United Nations”

My project broadly traced evangelical political involvement through the late 1970s and 1980s in the United States. I identify three phases of increasing involvement: the first phase is marked by calls from within the fundamentalist Protestant community; the second phase begins with the establishment of organizations such as the Moral Majority; the third phase is coterminous with Ronald Reagan’s second term as president.

Read more about Woodard’s project.

Julia Rahimzadeh
Julia Rahimzadeh (C’22)

Thesis: “Answers to the Problem of Secularism in Mexico's Cristero War"

This project investigated the secularist policies that led to the outbreak of the Cristero War, an early twentieth-century conflict between the Mexican government and its Catholic population. I used José Casanova's theoretical framework on secularism to argue what a more fruitful direction might have been in the vie for power between government and Church.

Read more about Rahimzadeh’s project.

Grace Chisholm
Grace Chisholm (C’22)

Thesis: “Holy Committed: The Role of Religion in Biden’s Environmental Policymaking”

This paper explored the link between Catholic environmental theology, Pope Francis’ climate advocacy, and President Joe Biden’s environmental policy. I examined the historical relationship between the Church and the environment, both leaders’ rhetoric and policy proposals, and the goals of the Biden administration’s diplomacy-focused strategy to combatting climate change.

Read more about Chisholm’s project.

Gabriella Raphel
Gabriella Raphel (SFS’22)

Thesis: “Laicité and Freedom of Expression: French Integration and the Radical Right”

In the run-up to France's presidential elections, voters experienced a mainstreaming of right-wing rhetoric, highlighted by the current discourse of three of the top five contenders. Central to such electoral rhetoric lies the issues of laicité and freedom of expression, two pillars of French society, that have been used to exacerbate anti-immigration and Islamophobic sentiments. This paper sought to analyze the growing tensions around these core values and their impact on France’s social fabric.

Read more about Raphel’s project.

Paulina Song
Paulina Song (SFS'22)

Thesis: “Love Your Neighbor: The Hypocrisy of Practicing Islamophobia to Preserve a ‘Judeo-Christian’ Identity”

This project sought to examine the inconsistency between the supposedly Christian rhetoric and Islamophobic actions of Christian nationalist groups on two levels. I argued that a cause for such conflicting behavior from Christian purist groups can be attributed to the perceived political expediency of operating less from a pro-Christian agenda, and more from an anti-Muslim agenda.

Read more about Song’s project.

Beyza Yazici
Beyza Yazici (SFS'22)

Thesis: “The Islamic Traditions' History of Just War”

There are preconceived ideas of the Islamic approach to violence and war, and even more so in the different traditions of Islam: the Shia tradition is more in line with just war theory; Sufism is the nonviolent tradition; and Wahhabism is the more violent tradition. Throughout this paper, my goal was to analyze where these traditions came from and what kind of historical context they emerged in in relation to just war theory. 

Read more about Yazici’s project.

Kevin Boodram
Kevin Boodram (C'22)

Thesis: “Who Keeps the Taliban up at Night?”

The United States spent decades and millions of dollars in Afghanistan to defeat the Taliban, but they failed. With what we know about the Taliban now, the United States never stood a chance. However, there are two groups that the Taliban is persecuting harshly now that they are in power because they know that they hold the key to defeating the Taliban: Afghan religious scholars and civil society groups. These are the only groups that have the knowledge and legitimacy to challenge the Taliban's rule.

Read more about Boodram’s project.

Sonya Hu
Sonya Hu (C'22)

Thesis: “Worthy of Wellness: The Intersection of Sin, Karma, and Mental Well-Being”

Religion has long been touted as a potential source of comfort and a method of promoting mental well-being. In the last several decades, however, additional research has revealed that exclusive religious institutions and narratives have also resulted in the ostracization of individuals living with mental illnesses. Of particular relevance in the United States are Christianity and Buddhism. My project sought to analyze the doctrines and community structures that equip American Christianity and Buddhism to support individuals' mental well-being, as well as areas of improvement.

Read more about Hu’s project.

Hear from REWA Alumni

Hear from REWA Alumni Slider

Kari (Coffman) Sahan

“REWA was one of the best experiences of my time at Georgetown. I didn't discover the Berkley Center or REWA program until my junior year, and then I quickly made sure I took enough classes to get the certificate. The classes I took for REWA were among the best I experienced at Georgetown, and they shaped my thinking of world affairs. I especially enjoyed the small class sizes, which made for excellent discussion.”

Kari (Coffman) Sahan (SFS’12)

Jared Ison

“My REWA classes were among the most rewarding and memorable classes from my undergraduate experience. The small class sizes and direct engagement with some of the world's leading scholars on these issues was incredibly rewarding. I also found the curriculum to be flexible in allowing me to tailor the REWA courses to fit my interests.”

Jared Ison (SFS’17)

Colin Steele

“I was part of the first class of REWA students, and the program was perfect for me at that time. It allowed me to back-door a lot more philosophy and theology classes into an SFS curriculum, and that has served me extremely well over time. I remember writing then, and still believe now, that ethics is an essential practical bridge between religion and world affairs—after all, anyone working in a multicultural, multiconfessional world is going to have to wrestle with ethics.”

Colin Steele (SFS’12)

Mikaela Ballon Carneiro

“As a major in international economics, concentrating on finance and commerce, the REWA program definitely shaped my undergraduate experience. The program helped me focus my passion on macroeconomics, as it gave me the opportunity to explore the ethical components of those topics in greater depth. More importantly, though, I think the program provided the chance to see challenging situations that are extremely relevant to our world today through the unique vantage points at the intersection of religion and world affairs, making all of its classes truly exceptional.”

Mikaela Ballon Carneiro (SFS’20)

Georgetown students wearing masks sit around a table

Berkley Center Alumni Network

Our growing alumni network connects young professionals with students in our curricular programs, allowing the Berkley Center to continue fostering these relationships and building meaningful mentorship into our model.

Explore the alumni network.

Aerial view of Qatar

Doyle Global Dialogue

The Doyle Global Dialogue (DGD), part of the Doyle Engaging Difference Program, connects Georgetown students who are studying abroad and provides virtual platforms for them to reflect and engage in thoughtful dialogue on their experiences. This past year, DGD participants explored the challenges and possibilities of intercultural exchange, and the global diversity of the cohort allowed for rich reflection across lines of difference.

Learn More about Doyle Global Dialogue

DGD Student Reflections

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Alice Kangabe
Alice Kangabe


“I believe that my experience abroad was a rewarding one. From understanding one of the major monotheistic religions to forming long-lasting bonds with people from various cultures, I would never trade this experience for anything else. These past two years have been very educational, and I am very excited to see what these two more have in store for me.” 

Read Kangabe’s full reflection.

Cameron Li
Cameron Li


“In this past academic year, I’ve tried many things like not speaking up and faking a different voice. But in the end, what worked out was to speak up in my own voice. And I’m glad to have found it again in the United States.”

Read Li’s full reflection.

Daanyal Ebrahim
Daanyal Ebrahim


“Despite our differences, the people here have been so welcoming and embracing of people like myself, who come from different backgrounds and experiences. The curiosity and interest in my upbringing and support for my multifaceted identity from my friends has made me more comfortable in being a somewhat international nomad. It shows that despite the difficulties in being an outsider coming into a different country, people's kindness and generosity will never cease to make you feel comfortable and loved, and that is the beauty of the Georgetown community.” 

Read Ebrahim’s full reflection.

Alero Oyinlola
Alero Oyinlola


“My arrival experience was metaphoric for my study abroad journey. Like those five flights of stairs, I was nervous about having to take all my classes in French, not knowing a single other person in Strasbourg, and having to adapt to a whole new way of life on my own. I would soon discover that climbing the stairs wasn’t that hard; similarly, studying abroad didn’t present as many challenges as I thought it would. Rather, it would teach me more about myself and French society, education, religious systems, and ways of life than I could imagine.”

Read Oyinola’s full reflection.

Fatima Ugbede Yunusa
Fatima Ugbede Yunusa


“Certainly, my experiences at GU-Q are impacted by my positionality—as an African Muslim student at a renowned university located in an affluent part of the country. Though I have observed clear socioeconomic divides in Qatari society, it has not personally affected my stay here. I keep this in mind in recognition of the multiplicity of experiences, both positive and negative, that can exist within the same spaces.”

Read Yunusa’s full reflection.

Reporter taking notes

Pulitzer Center International Reporting Fellowship

As a continuing element of our longstanding partnership with the Pulitzer Center on Crisis Reporting, the Berkley Center provides one Georgetown student with an international journalism travel grant each summer. The grant supports a student to pursue a journalistic project that investigates the religious dimensions of an international issue, bringing to light what is often overlooked, untold, or misunderstood.

Learn More about Pulitzer Center International Reporting Fellowship
Nigerian schoolchildren in a classroom

2022 International Reporting Fellow

Madeline (Mady) Hart (SFS’23) was selected as the Berkley Center-Pulitzer Center international reporting fellow for summer 2022. Her project explored religious groups fighting female genital cutting and child marriage in Guinea.

Read more about Mady and her project.

Hoya Paxa Programs

Georgetown students sit outside White Gravenor hall
Global Ethics Dialogues

During fall 2021 the Philosophy Department and the Berkley Center for Religion, Peace and World Affairs ran the Global Ethics Dialogues, a program for undergraduate students interested in having deeper conversations on topics in global ethics. Each dialogue lasted approximately one hour and took place every three weeks, beginning in mid-September. During each dialogue, students were invited to explore a pressing issue in international and global affairs from an ethical perspective. Topics included contemporary warfare, humanitarian intervention, climate justice, and immigration. Participants were invited to submit a piece for possible publication on the Berkley Center website and/or to present at the Berkley Center’s student research symposium in spring 2022. 

Learn more about the Global Ethics Dialogue.

Books on a shelf
Theology and Culture Community Dinner Group

The Theology and Culture Community Dinner Group serves as an informal community-building space for law students and graduate students from different disciplines to exchange ideas about topics of interest. Students take turns choosing (brief) readings, sparking the discussion, and also providing an entry point for those who may not have had time to read that week. The group meets every other week at the Georgetown University Law Center.  

Learn more about the Theology and Culture Community Dinner Group.

Arabic manuscript
Theology in Arabic

The Berkley Center and Georgetown’s Department of Arabic and Islamic Studies partnered during the 2021-2022 academic year to pilot a series of seminars on theology in Arabic. Georgetown students and faculty are invited to participate in reading Arabic theological texts in translation through these seminars, which will function as reading groups with an emphasis on exposure to theological reasoning and the personal voice of the authors from original Arabic texts. As familiarity with key topics develops, so too will familiarity with Arabic in its shared theological vernaculars across world religions: i.e., on the basis of terminology and overarching themes, and as a vehicle of personal expression. 

Learn more about the Theology in Arabic series.

IAJU student fellows celebrate a successful conference in Boston

IAJU Global Citizenship Fellows Program

In response to the call for global solidarity in Pope Francis' 2020 encyclical Fratelli Tutti, the International Association of Jesuit Universities (IAJU) and the Berkley Center for Religion, Peace, and World Affairs at Georgetown University launched the Global Citizenship Fellows Program, a year-long fellowship for students around the world to connect with and learn from one another as they examine critical aspects of what it means to be a global citizen. The fellowship culminated in their participation at the IAJU assembly at Boston College in August 2022.

Learn More about IAJU Global Citizenship Fellows Program

Researching at the Berkley Center

The Berkley Center collaborates with Georgetown’s Center for Social Justice Research, Teaching and Service to support Education and Social Justice fellows in a model of mentored research echoed throughout the center. Student assistants and visiting graduate researchers play a critical role in supporting the work of scholarship at the center.

Students wear masks in Nepal

Education and Social Justice Project

The Education and Social Justice (ESJ) Project provides Georgetown students summer research fellowships to explore the intersections between poverty, education, and empowerment. A collaborative project with Georgetown’s Center for Social Justice Research, Teaching and Service, ESJ fellows are trained to conduct qualitative, institutional review board-approved research. Fellows spend three to four weeks in-country conducting community-centered, interview-based fieldwork. Final case study reports by ESJ fellows analyze educational trends worldwide and showcase the relationship between Jesuit institutions and social justice around the world.

Learn More about Education and Social Justice Project

Global Research for the Common Good

This map highlights the 42 countries in which our Education and Social Justice fellows have conducted their research projects. Learn more about their projects by clicking on each highlighted country.

Meet our 2021 ESJ Fellows

Meet our 2021 ESJ Fellows Slider

Henry James
Henry James


The Bronx, New York

James conducted research at Thrive for Life’s Ignacio House in the Bronx. Thrive for Life is a Jesuit organization that conducts religious retreats in prisons throughout New York state and administers Ignacio House, a transitional home for those who are re-integrating into society and continuing their educational journeys. During his time there, he interviewed the residents about their experiences in educational programs both in and beyond prison, learning about the transformative power of college in prison.

Yazmin Munoz
Yazmin Munoz


Richmond, Virginia

Munoz conducted research at the Sacred Heart Center in Richmond, Virginia. From volunteering in their food bank to talking with staff, families, and donors, she enjoyed immersing herself in this Jesuit nonprofit’s commitment to the Latinx community. Although the organization’s programming previously revolved around health and education, during the COVID-19 pandemic, they created an Emergency Relief Program. The program helped Yazmin understand the importance of addressing the unique needs affecting the Latinx community during times of crisis in the United States.

Tommy Teravainen
Tommy Teravainen


Boston, Massachusetts

Teravainen conducted research at the Nativity Preparatory School of Boston. During his three weeks at Nativity Preparatory, a tuition-free Jesuit middle school, he conducted interviews and led focus groups with students, alumni, staff, and affiliates of the school. He also participated in several kickball games and student retreats along the way. From this research, Tommy came to find a dynamic educational community committed to living out the Ignatian values of service and social justice within their everyday lives.

Katherine Woodard
Katherine Woodard


Bethlehem, Palestine

Woodard conducted virtual research at Bethlehem University in the West Bank. Her research explored the impact of human rights education at the university. Through conducting interviews with university students, faculty, and administrators, Kat learned of the ways in which Bethlehem University celebrates the nuance of their community and asserts the inherent dignity of their community members.

Students working in the Berkley Center office

Student Assistants

Berkley Center student assistants are integral to the work of the center, helping us achieve our mission through their contributions to faculty research projects, as well as their support of communications and outreach efforts. Our student assistants are given meaningful, content-rich work that develops knowledge and skills that make them strong candidates as they seek internships and enter the job market.

Learn More about Student Assistants