Publications
Members of the HertsCam Network are committed to scholarship which has led to writing of all kinds and a wide range of publications.
Members of the HertsCam Network are committed to scholarship which has led to writing of all kinds and a wide range of publications.
|
Doctoral studies focusing on HertsCam
David Frost was a member of the University of Cambridge Faculty of Education for more than twenty years during which time he was approached by a series of people who wanted him to supervise their doctoral studies. Among these were several whose studies focused on the non-positional teacher leadership work within HertsCam and the International Teacher Leadership initiative. The dissertations / theses resulting from these doctoral studies are now available electronically and are outlined below. |
Publications focusing on the MEd
Critical reflection and analysis of the HertsCam MEd programme has occurred through the writing and publication of a number of papers including journal articles, conference papers and chapters of books. Such publications have involved systematic reflection and self-evaluation and, in some cases, external scrutiny from researchers. Exposure through publication and peer review have enabled the team to test out their ideas. Publications in which the MEd has featured are listed in the pdf document which can be accessed by clicking on the icon below. |
| |||
The blue book - now available as a downloadable e-book
'Empowering teachers as agents of change: a non-positional approach to teacher leadership' edited by David Frost and published in 2017 includes many chapters by teachers about their development projects and many accounts by teachers about their programmes of support for teacher leadership.
This book is still available on Amazon UK. It is also now available as a downloadable e-book below.
Our latest book - Teachers as Agents of Change: a masters programme taught by teachers - edited by David Frost, Sheila Ball, Val Hill and Sarah Lightfoot was published in 2018 and can also be downloaded as an e-book below.
'Empowering teachers as agents of change: a non-positional approach to teacher leadership' edited by David Frost and published in 2017 includes many chapters by teachers about their development projects and many accounts by teachers about their programmes of support for teacher leadership.
This book is still available on Amazon UK. It is also now available as a downloadable e-book below.
Our latest book - Teachers as Agents of Change: a masters programme taught by teachers - edited by David Frost, Sheila Ball, Val Hill and Sarah Lightfoot was published in 2018 and can also be downloaded as an e-book below.
| blue_e-book.pdf |
|
Teachers as Agents of Change
A masters programme designed, led and taught by teachers This book, edited by David Frost, Sheila Ball, Val Hill and Sarah Lightfoot and published in 2018, documents the innovative HertsCam MEd in Leading Teaching and Learning which was re-launched in 2015. This can be downloaded as an e-book by clicking on the icon below: |
|
| green_e-book.pdf |
Russian translation of our book by the Soros Foundation
At HertsCam we are delighted to be able to share the Russian translation of the book ‘Transforming Education Through Teacher Leadership’ edited by David Frost and published in English in 2014.
We are indebted to the Soros Foundation in Almaty, Kazakhstan for their initiative to have this book translated. They have generously funded this and have also distributed hard copies in many countries across Central Asia.
To access the pdf file, click on the icon below.
At HertsCam we are delighted to be able to share the Russian translation of the book ‘Transforming Education Through Teacher Leadership’ edited by David Frost and published in English in 2014.
We are indebted to the Soros Foundation in Almaty, Kazakhstan for their initiative to have this book translated. They have generously funded this and have also distributed hard copies in many countries across Central Asia.
To access the pdf file, click on the icon below.
| book_in_russian.pdf |
About Soros
Many of our regular readers will know that the International Teacher Leadership initiative was funded in 2009-2011 by Open Society Foundations which is part of the Soros network of NGOs. In that case we were fortunate to receive funding and practical support which enabled us to help to establish teacher leadership programmes in many countries.
Sometimes you may come across negative comment in the media about George Soros. A more balanced picture can be found in the three articles from the New York Post, the Washington Post and the Guardian. If you would like to read these, click on the icon below.
Many of our regular readers will know that the International Teacher Leadership initiative was funded in 2009-2011 by Open Society Foundations which is part of the Soros network of NGOs. In that case we were fortunate to receive funding and practical support which enabled us to help to establish teacher leadership programmes in many countries.
Sometimes you may come across negative comment in the media about George Soros. A more balanced picture can be found in the three articles from the New York Post, the Washington Post and the Guardian. If you would like to read these, click on the icon below.
| articles_about_soros.pdf |
Education in Palestine:
Current Challenges and Emancipatory Alternatives
A study by Hanan Ramahi
This report has recently been published in book form.
Introduction by David Frost
The title of an important book by Michal Apple poses the question: Can Education Change Society? The answer is ‘yes’ of course, but as Apple’s analysis reveals, the relationship between education and society is complex. Those involved in the Education for All campaign (www.unesco.org) argue that education is the key to prosperity and peace, but we know that the scale of the challenge is enormous. Many millions of children across the world are denied access to schooling, but there are even more who, whole being enrolled in school, are not actually being educated. This can be explained by the fact that what many children are offered in school is entirely unsuited to their needs and circumstances (UNESCO, 2014).
The circumstances that are the starting point for Hanan Ramahi’s study are daunting. In fact the challenges faced by Palestinian society seem, on the face of it at least, to be insurmountable, so it would be naïve to suggest that they can be overcome simply by improving the quality of education. However, this report, while looking the harsh reality in the eye, is nevertheless full of hope. It provides a sharp and uncompromising analysis of the problem, but it also presents a wealth of possibility.
The case studies assembled here show that education has the power to emancipate on many levels, even in the face of massive repression and systemic injustice. Given what Hanan Ramahi tells us about the political situation in Palestine, it may be expecting too much to hope that coherent policies on education will emerge any time soon. However, one thing we know about educational change is that coherent policies together with specific objectives that are single-mindedly pursued by those at the top can do more harm than good. It might actually be more fruitful simply to enable the sort of passionate activists, advocates and educational innovators referred to in this report to continue to innovate and to share their ideas so that education for emancipation can grow organically.
The case for emancipatory education is well made in this report and the examples presented are inspiring. It seems clear to me that readers of this report will be persuaded that educational innovation, as it is exemplified here, has an essential role to play in the cause of Palestinian freedom.
To download this report, please click on the button below:
The Transforming Education Through Teacher Leadership book This publication, produced in collaboration with the Leadership for Learning network at the University of Cambridge, replaced the Teacher Leadership journal founded by HertsCam. The chapters of this book, edited by David Frost, were authored by twenty members of HertsCam and seven colleagues from other countries who had participated in the International Teacher Leadership initiative. The book can still be purchased at Amazon UK. To read Val Hill's chapter about the TLDW programme, click on the icon below:
The HertsCam Occasional Papers series
This series of papers was launched in order to present the theoretical underpinnings of the work of the HertsCam Network. The first in the series was published in April 2013. It explains the concept of teacher-led development work and provides an account of its evolution. Access this paper as a downloadable pdf. |
Flip the System
HertsCam is proud to be associated with the publication of Flip the System edited by Jelmer Evers and Rene Kneyber, two Dutch teachers who have brought together many notable academics, teachers and commentators to write about the alternative to global deprofessionalisation - 'a more humane, a more democratic approach to education'. One of the chapters in this book was written by David Frost and John Bangs. This book was published in June 2015 by Routledge. Students As Leaders
The book 'Supporting the Growth of Students as Leaders' by Amanda Roberts and Judith Nash was published was originally published by Leadership for Learning at the University of Cambridge Faculty of Education in 2010. It is still relevant today. Download this book for free by clicking on the icon below:
| ||||
| hertscam_occpapers_1.pdf |