Jaako Hilppö
Lecturer, Faculty of Educational Sciences
University of Helsinki
jaakko.hilppo@helsinki.fi
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
m.lynch@unf.edu
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 Supervision, Science 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. https://doi.org/10.31045/jes.4.2.5