Ruth Wareham
Biographic Data
| ID | 4371273 |
|---|---|
| NAME | Ruth Wareham |
| GIVEN NAMES | Ruth |
| FAMILY NAME | Wareham |
| SIGNATURE | WAREHAM R |
| AFFILIATIONS | University of Birmingham |
| ORCID | 0009-0008-3142-4857 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 6 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
Should Teachers Promote Vaccination
The Covid‐19 pandemic brought the importance of vaccination and public attitudes toward it firmly to the fore. However, vaccine hesitancy and refusal remain significant barriers to global uptake, with post‐pandemic declines in routine immunization contributing to disease outbreaks worldwide. Research shows that education plays a vital role in vaccination acceptance. But, while vaccine hesitancy is higher in those with lower education levels, in a…
Noncognitive religious influence and initiation in Tillson’s Children, Religion and the Ethics of Influence
In Children, Religion and the Ethics of Influence, John Tillson sets out a clear and convincing case for the view that children ought not to be initiated into religious faith by their parents or others with the relevant ‘extra-parental responsibilities’. However, by predicating his thesis on an understanding of illegitimate religious influence that largely equates initiation into faith with the inculcation of a distinctive type of propositional c…
Achieving pluralism? A critical analysis of the inclusion of non-religious worldviews in RE policy in England and Wales after R (Fox) v Secretary of State for Education
In 2015, the High Court ruled that the British Government had made ‘a false and misleading statement of law’ when it claimed a Religious Studies (RS) GCSE syllabus that excluded the systematic teaching of non-religious worldviews like humanism would meet the statutory requirements for teaching Religious Education (RE) at Key Stage 4. This was because the narrowly religious specification of the syllabus would permit RE teaching that constituted a …
The problem with faith-based carve-outs
In September 2020, relationships and sex education (RSE) became compulsory in all English secondary schools, and relationships education became compulsory in all English primary schools, marking a significant step forward in the fight to establish children's rights. Although the new RSE regime will help to ensure that many English schools provide pupils with a far more comprehensive RSE curriculum than ever before, the statutory guidance underpin…
The Political Morality of School Composition
This article presents a normative framework for the assessment of education policies and applies it to the issue of schools’ selecting their students on the basis of religious criteria. Such policies can be justified, and challenged, on many different grounds; public debate is not conducted in terms adequate to the task. The authors’ main objectives are to supplement with non-consequentialist considerations a recent, consequentialist, approach to…
The problem with faith-based carve-outs
In September 2020, relationships and sex education (RSE) became compulsory in all English secondary schools, and relationships education became compulsory in all English primary schools, marking a significant step forward in the fight to establish children's rights. Although the new RSE regime will help to ensure that many English schools provide pupils with a far more comprehensive RSE curriculum than ever before, the statutory guidance underpin…
The Political Morality of School Composition
This article presents a normative framework for the assessment of education policies and applies it to the issue of schools’ selecting their students on the basis of religious criteria. Such policies can be justified, and challenged, on many different grounds; public debate is not conducted in terms adequate to the task. The authors’ main objectives are to supplement with non-consequentialist considerations a recent, consequentialist, approach to…
The Political Morality of School Composition
This article presents a normative framework for the assessment of education policies and applies it to the issue of schools’ selecting their students on the basis of religious criteria. Such policies can be justified, and challenged, on many different grounds; public debate is not conducted in terms adequate to the task. The authors’ main objectives are to supplement with non-consequentialist considerations a recent, consequentialist, approach to…
Achieving pluralism? A critical analysis of the inclusion of non-religious worldviews in RE policy in England and Wales after R (Fox) v Secretary of State for Education
In 2015, the High Court ruled that the British Government had made ‘a false and misleading statement of law’ when it claimed a Religious Studies (RS) GCSE syllabus that excluded the systematic teaching of non-religious worldviews like humanism would meet the statutory requirements for teaching Religious Education (RE) at Key Stage 4. This was because the narrowly religious specification of the syllabus would permit RE teaching that constituted a …
The problem with faith-based carve-outs
In September 2020, relationships and sex education (RSE) became compulsory in all English secondary schools, and relationships education became compulsory in all English primary schools, marking a significant step forward in the fight to establish children's rights. Although the new RSE regime will help to ensure that many English schools provide pupils with a far more comprehensive RSE curriculum than ever before, the statutory guidance underpin…
Noncognitive religious influence and initiation in Tillson’s Children, Religion and the Ethics of Influence
In Children, Religion and the Ethics of Influence, John Tillson sets out a clear and convincing case for the view that children ought not to be initiated into religious faith by their parents or others with the relevant ‘extra-parental responsibilities’. However, by predicating his thesis on an understanding of illegitimate religious influence that largely equates initiation into faith with the inculcation of a distinctive type of propositional c…
Should Teachers Promote Vaccination
The Covid‐19 pandemic brought the importance of vaccination and public attitudes toward it firmly to the fore. However, vaccine hesitancy and refusal remain significant barriers to global uptake, with post‐pandemic declines in routine immunization contributing to disease outbreaks worldwide. Research shows that education plays a vital role in vaccination acceptance. But, while vaccine hesitancy is higher in those with lower education levels, in a…
Sociology (5 works) · Law (3 works) · Political science (3 works) · Religious Education and Schools (3 works) · Epistemology (2 works) · Law (2 works) · Normative (2 works) · Pedagogy (2 works) · Psychology (2 works) · Religious education (2 works)