Rupert Higham


Research Assistant and Teaching Associate, Faculty of Education, University of Cambridge; Web design and maintenance, CamStar


E-mail address:; Phone: (+44) 01223 767583


PhD University of Exeter (in completion)

  • MSc Educational Research, University of Exeter
  • BA (Hons) Anthropology, Goldsmiths, University of London

Membership of professional bodies / associations

  • Co-Chair, Local Committee, Junior Researchers of EARLI Conference 2011


Rupert Higham is working at the Faculty of Education on the final year of the Esmee Fairbairn-funded CamTalk project, exploring and promoting dialogic teaching and learning in secondary classrooms. He is also teaching on the MEd in Researching Practice, and supporting the CamStar network as Web manager.

During his PhD studies at the University of Exeter, he carried out four independent research projects into the impact over time of short leadership education courses on teenagers. He was also involved in the Aspire and Metafora programmes. In addition he ran and taught on BA Education courses.

He was previously a high-school English teacher, a support worker with displaced teenagers, and worked for an international educational development charity.

Research Topics:

  • Dialogic theory
  • Student leadership
  • Democratic education
  • Education for personal development
  • Student-teacher relationships

Research Projects:

  • Metafora: ‘learning to learn together: a visual language for social orchestration of educational activities’ (2010 – ) – Consultant
  • Aspire: ‘working towards putting students’ ideas at the heart of re-envisioning their schools and curricula’ (2008 – 2011) – Research Assistant
  • Learning to Lead, Leading to Learn: An investigation into the impact of a short leadership education course on teenagers (2010) – Lead Researcher

Journal Articles:

Higham, R. Freathy, R. and Wegerif, R. (2010) ‘Developing responsible leadership through a ‘pedagogy of challenge’: an investigation into the impact of  leadership education on teenagers’, School Leadership & Management, 30: 5, 419 – 434

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