Cultural Historical Research SIG 30
Cultural Historical Research SIG 30
SIG Purpose



The Cultural Historical Research Special Interest Group (SIG #30) of the American Educational Research Association (AERA) is a diverse group of researchers who approach learning, development and social change from a cultural historical, socio-cultural and/or activity theoretic perspective. Common themes of research and conversation draw on Vygotsky, Luria, Leont’ev, Bakhtin, Mead (among others).

Drawing on these perspectives, members also engage with frameworks that are inclusive of, but not limited to critical, feminist, digital studies, and arts-based approaches to explore sociocultural, educational, pedagogical, and sociopolitical questions at the intersection of theory and practice. 


Co-Chairs: Patricia Martínez-Álvarez, Teachers College, Columbia University & Monica Lemos, Independent Researcher

Co-Program Chairs: Megan Elaine Lynch, University of North Florida & Jaakko A. Hilppö, University of Helsinki 

Secretary/Treasurer: Minhye Son, California State University - Dominguez Hills 

Website/Communications Chair: Aireale J. Rodgers, University of Wisconsin-Madison

Please see our Officer Profiles Below! 

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AERA 2023

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Click the link below to read the call for submissions to the 2024 AERA Annual Meeting, from Program Co-Chairs Patricia Martínez-Álvarez and Monica Lemos.

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Co-Chairs of SIG-30

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Patricia Martínez-Álvarez
Associate Professor of Bilingual/Bicultural Education
Teachers College, Columbia University

Patricia Martínez-Álvarez, PhD, is an associate professor in the program in Bilingual/Bicultural Education at Teachers College, Columbia University. Employing cultural historical and critical disability theories, Dr. Martínez-Álvarez's research exposes the educational inequities that bilingual children with a disability experience in schools and prepares teachers for enacting inclusive education in bilingual programs. She is an Early Career AERA awardee from the Bilingual Education Research SIG and a recipient of the 2017 Early Career Reviewer Award from the Bilingual Research Journal and the 2023 Reviewer Award from the Research in the Teaching of English journal. Dr. Martínez-Álvarez is the co-chair of the AERA Cultural-Historical research SIG, an Associate Editor for the Teachers College Record, and an editor of the Exceptional Children journal. She has multiple publications, including her 2022 book Teacher Education for Inclusive Bilingual Contexts with Routledge and her 2023 book Teaching Emergent Bilingual Students With Dis/Abilities with the Teachers College Press. Visit Patricia’s Faculty Page

Selected Publications 
Martínez-Álvarez, P. (2023). Teaching emergent bilingual students with dis/abilities: Humanizing pedagogies to engage learners and eliminate labels. In A. J. Artiles (series ed.), Disability, Culture and Equity book seriesTeachers College Press.

Martínez-Álvarez, P. (2022). Teacher education for inclusive bilingual contexts: Collective reflection to support emergent bilinguals with and without disabilities. In Routledge Research in Teacher Education book series. Routledge.

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Monica Lemos
Cognition, Learning, Instruction & Communication
Escola Castanheiras/University of Helsinki

Monica Lemos, PhD, has recently defended the PhD expanding educational activities beyond school walls, which comprised a formative intervention in creative chain of activities and the study of a secondary students' social movement to improve educational management in São Paulo.  Dr. lemos research experience comprises her participation in the language and activities in educational contexts (lace) research group since the beginning of the 2000's, group in which she has been taking part as a researcher in different projects. In addition, she also contributes to the research group at (working accidents), who is involved in formative interventions to prevent working accidents and improve workers wellbeing using the framework of the change laboratory. Dr. Lemos contributes to the Mind Culture and Activity- An International Journal and Cultural Praxis collective and she is the current co-chair of the AERA Cultural-historical Research SIG.

Dr. Lemos works as a Pedagogical Coordinator in São Paulo, Brazil. linkedin 

Selected publications 
Lemos, M. & Cunha Júnior, F. (2018) Facebook in Brazilian schools: Mobilizing to fight back, Mind, Culture, and Activity, 25:1, 53-67,doi: 10.1080/10749039.2017.1379823

Lemos, M. & Liberali, F. (2019) The creative chain of activities towards educational management transformation. International Journal of Educational Management. vol. 33 no. 7, 2019 pp. 1718-1732 Emerald Publishing Limited 0951-354x doi 10.1108/ijem-08-2017-0219


Co-Program Chairs



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Jaako Hilppö
Lecturer, Faculty of Educational Sciences
University of Helsinki

Dr. Jaakko Hilppö currently holds a university lecturership at the Faculty of Educational Sciences, University of Helsinki. His research focuses on children’s projects as manifestations of their agency and sites for their learning from a cultural-historical activity theory perspective. This work directly builds on his previous research on children’s sense of agency and doing co-participatory research with children. He has also studied compassion in children's peer interactions and cultures of compassion in early childhood and care contexts (University of Helsinki) as well as children’s learning and interest development within the FUSE Studio model, an innovative STEAM learning infrastructure (Northwestern University). He has also studied the national and international spread of the FUSE Studio model.

Dr. Hilppö is currently the country representative of Finland at the International Society of Cultural-historical Activity Research (ISCAR) and the secretary of the Finnish Educational Research Association's CHAT SIG. Dr. Hilppö is also a member of the editorial board of the journal Outlines - Critical Practice Studies and frequently reviews for central CHAT journals, like Mind, Culture and Activity and Learning, Culture and Social Interaction. Dr. Hilppö was also the chair for the Nordic-Baltic ISCAR 2022 conference held in Helsinki.

Selected Publications 

Hilppö, J., Suorsa, T., & Rainio, A. (2022). Transitional activities: Children’s projects in preschool. In M. Fleer, M. Hedegaard, E. Ødegaard, & H. Værum Sørensen (Eds.) Qualitative Studies of Exploration in Childhood Education. Cultures of Play and Learning in Transition, (pp. 163-182). Bloomsbury, England.

Hilppö, J., & Rajala, A. (2023). Children’s and Youth’s Civic Projects and Responsible Agency. In A. Sannino, & N. Hopwood (Eds.), Agency and Transformation: Motives, mediation and motion. Cambridge University Press.




Megan E. Lynch
Postdoctoral Fellow & Urban Education Scholars Coordinator
University of North Florida

Megan E. Lynch is a Postdoctoral Research Fellow at the University of North Florida in the College of Education and Human Services, where she engages in (critical) practitioner inquiry in collaboration with faculty, teacher candidates, and school partners in both UNF’s Professional Development Schools and partner schools and the Urban Education Scholars Program. She is a Co-Principal Investigator on Project PREP: Partnering to Renew the Educator Pipeline. Dr. Lynch earned her doctorate in curriculum and instruction, emphasis in supervision, from The Pennsylvania State University. Megan’s research draws on sociocultural and critical theories to better understand and shape the development of socially just pedagogy and political activism alongside preservice and in-service teachers and P-12 students within school-university partnerships. She prioritizes a Freireian praxis approach situated within the concrete, practical educational realities of co-research participants and co-researchers and their socio-political environment. Megan has publications in the Journal of Educational SupervisionScience and Children, and The Pennsylvania Teacher Educator. She is the lead associate editor for the journal School-University Partnerships.

Selected publications

Lynch, M. E., Bose, F. N., & Lee, M. (2022). Teacher candidates working with digital technologies to support multilingual students in asset-based ways. The Pennsylvania Teacher Educator.

Lynch, M. E. (2021). Supervision to deepen student teachers’ understanding of social justice: The role of responsive mediation. Journal of Educational Supervision, 4(2). p. 80-100.

Secretary and Treasurer

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Minhye Son
Assistant Professor of Teacher Education
California State University, Dominguez Hills

Minhye Son, EdD, is an assistant professor in the Teacher Education Division at California State University, Dominguez Hills (CSUDH). Grounded in sociocultural theories and critical frameworks, her scholarly interests focus on the intersections of language and power in the areas of teacher education and bilingual/multicultural education. At CSUDH, she has the privilege of serving future teachers to support their practice in developing critical and humanizing pedagogy informed by anti-racist and decolonizing approaches with an asset and strength-based lens. Her work can be found in Teaching and Teacher Education and Diaspora, Indigenous, and Minority Education. Dr. Son received her doctorate from Teachers College, Columbia University, and she is a proud Korean-English bilingual, transnational/transcultural mother-scholar, carrying multiple cultural-historical identities.

Selected Publications 

Kwon, J., Sun, W., & Son, M. (Accepted). Multiplied assets and doubled burden: A Collaborative Self-Study of Asian Immigrant MotherScholars. Journal of Literacy Research.

Kim, E., & Son, M. † (2023). What is visible and invisible: The portrayal of dual language programs on school websites. Language and Education.

Website/Communications Chair


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Aireale J. Rodgers
Assistant Professor, Educational Leadership & Policy Analysis
University of Wisconsin-Madison

Dr. Aireale J. Rodgers is an Anna Julia Cooper Fellow and incoming Assistant Professor of Higher Education at the University of Wisconsin-Madison. Drawing on frameworks from critical race studies and the learning sciences, Dr. Rodgers’ scholarship seeks to illuminate how people’s everyday (mis)understandings about race and racism shape learning across various higher education ecologies. Currently, she uses qualitative techniques to study faculty development programs, graduate student socialization processes, and classroom teaching and learning to better understand how educators can facilitate learning that advances critical race consciousness for faculty and students in postsecondary institutions.

Selected Publications 
Rodgers, A. J., & Liera, R. (2023). When Race Becomes Capital: Diversity, Faculty Hiring, and the Entrenchment of Racial Capitalism in Higher Education. Educational Researcher, 0013189X231175359.

Rodgers, A. J. (2022). Embedding Equity in the Design and Implementation of Digital Courseware. Change: The Magazine of Higher Learning54(4), 18-22.