Overview
I have taught at primary, secondary, adult education, undergraduate and post graduate levels. Having lived and worked in India, Russia and Ethiopia my research interests are in intercultural communication, the origins and evolution of worldviews and the significance of these on education throughout the world.
Recent publications:
Flanagan, R. (2018) 'Mission Impossible: training the next generation of RE teachers in 4 hours', RE: Today. 35:2
Flanagan, R. (2019) 'Worldviews: what are they and how can we teach them as well as religions?', RE Today, 37:1.
Flanagan, R (2019) ‘Changing the name to ‘Religion and Worldviews’: a dilution or salvation of RE’. RE: ONLINE. Blog http://www.reonline.org.uk/news/changing-the-name-to-religion-and-worldviews-a-dilution-or-salvation-of-re-ruth-flanagan/?id=33754
Flanagan, R. (2019) 'Implementing a Ricoeurian lens to examine the impact of individuals' worldviews on subject content knowledge in RE in England: a theoretical proposition.' British Journal of Religious Education. Available at https://doi.org/10.1080/01416200.2019.1674779
Wright, K., Whitworth, L. , Lyal, J. , Clinton, C., Flanagan, R and Love, R. (2019) 'Teach: RE Primary - An Introduction'. Oxford: Culham St Gabriel. available on line at
https://www.teachre.co.uk/teach-re-course/teachre-primary/
Wright, K., Whitworth, L. , Lyal, J. , Clinton, C., Flanagan, R and Love, R. (2019) 'Toolkit for Primary Religious Education ITT Providers'. Oxford: Culham St Gabriel. Available on line at https://www.teachre.co.uk/itt-providers/primary-itt-tutor-toolkit/
Taro Fujita, Jonathan Doney, Ruth Flanagan & Rupert Wegerif (2019) Collaborative group work in mathematics in the UK and Japan: use of group thinking measure tests, Education 3-13, DOI: 10.1080/03004279.2019.1701513
Flanagan, R (2020) Worldviews from a primary perspective: self detectives. BLOG on RE:Online https://www.reonline.org.uk/blog/worldviews-from-a-primary-perspective-self-detectives/
Flanagan, R (2020) ‘Teachers' personal worldviews and RE in England: A way forward?’, British Journal of Religious Education, DOI: 10.1080/01416200.2020.1826404
Flanagan, R. (2020) 'Worldviews: overarching concept, discrete body of knowledge or paradigmatic tool?' Journal of Religious Education. DOI: 10.1007/s40839-020-00113-7
Flanagan, R., Wilson, A and Wood, A. ‘Chapter 13: Protecting Our Oceans: Using visual art to inspire children’s learning’ in Pavlou, V. (ed) (2022). Enhancing Visual Arts Education with Education for Sustainable Development; A Handbook for Teachers. Frederick University, Cyprus. CARE_IO6.pdf (frederick.ac.cy)
Flanagan, R. Mountford-Zimdars, A. & Channon, M. (2022) #Mypathtolaw: understanding access to the legal profession through a Ricoeurian analysis, Research in Post-Compulsory Education, 27:3, 478-499, DOI: 10.1080/13596748.2022.2076058
Research group links
Research
Research interests
Worldviews and Religious Education
Intercultural communication and education
Research projects
'Building the Future of Primary RE' project 2018-19 funded by Culham St Gabriel and NATRE with Dr Linda Whitworth, Dr Kathryn Wright, Rhiannon Love, Claire Clinton and Juliet Lyall.
'Teach: RE Primary' an introductory course for primary beginner teachers, NQTs and HLTAs
Research networks
Religion and Spirituality Network
Race Ethnicity and Education Network
Centre for Social Mobility
Publications
Key publications | Publications by category | Publications by year
Publications by category
Journal articles
Flanagan R (In Press). 'Worldviews: overarching concept, discrete body of knowledge or paradigmatic tool?'. Journal of Religious Education
Flanagan R (In Press). Implementing a Ricoeurian lens to examine the impact of individuals' worldviews on subject content knowledge in RE in England: a theoretical proposition. British Journal of Religious Education
Flanagan R, Mountford-Zimdars A, Channon M (2022). #Mypathtolaw: understanding access to the legal profession through a ricoeurian analysis.
Research in Post-Compulsory Education,
27(3), 478-499.
Abstract:
#Mypathtolaw: understanding access to the legal profession through a ricoeurian analysis
We investigated the narratives of enablers and barriers to entry into law communicated through 650 UK tweets posted under the twitter hashtag #mypathtolaw in 2018. Law students, solicitors, barristers and legal academics used this hashtag for sharing their personal paths to a legal career. We use Ricoeur’s theory of dialogues between the archaeology (past) and the teleology (future) of the self. This has previously been applied to legal ethics, but never before to understanding access to the legal profession. Our findings show that tweeters had a strong narrative of agency and ability to succeed against adversity–perhaps underplaying structural barriers. Notable through its absence is the reference to structural barriers, such as class, school, and university type and the converse individual narratives of perseverance. We find that poor or discouraging careers advice had been a significant barrier. We conclude with recommendations for schools, universities and the legal profession around diversifying the narratives used to showcase legal careers and suggest that universities engaging in training for careers advisors may further widen participation.
Abstract.
Fujita T, Doney J, Flanagan R, Wegerif R (2021). Collaborative group work in mathematics in the UK and Japan: use of group thinking measure
tests. Education 3-13: the professional journal for primary education, 49, 119-133.
Flanagan R (2020). Teachers’ personal worldviews and RE in England: a way forward?. British Journal of Religious Education, 43(3), 320-336.
Publications by year
In Press
Flanagan R (In Press). 'Worldviews: overarching concept, discrete body of knowledge or paradigmatic tool?'. Journal of Religious Education
Flanagan R (In Press). Implementing a Ricoeurian lens to examine the impact of individuals' worldviews on subject content knowledge in RE in England: a theoretical proposition. British Journal of Religious Education
2022
Flanagan R, Mountford-Zimdars A, Channon M (2022). #Mypathtolaw: understanding access to the legal profession through a ricoeurian analysis.
Research in Post-Compulsory Education,
27(3), 478-499.
Abstract:
#Mypathtolaw: understanding access to the legal profession through a ricoeurian analysis
We investigated the narratives of enablers and barriers to entry into law communicated through 650 UK tweets posted under the twitter hashtag #mypathtolaw in 2018. Law students, solicitors, barristers and legal academics used this hashtag for sharing their personal paths to a legal career. We use Ricoeur’s theory of dialogues between the archaeology (past) and the teleology (future) of the self. This has previously been applied to legal ethics, but never before to understanding access to the legal profession. Our findings show that tweeters had a strong narrative of agency and ability to succeed against adversity–perhaps underplaying structural barriers. Notable through its absence is the reference to structural barriers, such as class, school, and university type and the converse individual narratives of perseverance. We find that poor or discouraging careers advice had been a significant barrier. We conclude with recommendations for schools, universities and the legal profession around diversifying the narratives used to showcase legal careers and suggest that universities engaging in training for careers advisors may further widen participation.
Abstract.
2021
Fujita T, Doney J, Flanagan R, Wegerif R (2021). Collaborative group work in mathematics in the UK and Japan: use of group thinking measure
tests. Education 3-13: the professional journal for primary education, 49, 119-133.
2020
Flanagan R (2020). Teachers’ personal worldviews and RE in England: a way forward?. British Journal of Religious Education, 43(3), 320-336.
2019
Flanagan RE (2019). Unlocking reflexivity: is identifying individuals' world views a key for non-specialist teachers of RE?.
Abstract:
Unlocking reflexivity: is identifying individuals' world views a key for non-specialist teachers of RE?
Teachers’ worldviews may impact their practice in terms of pedagogy, curriculum choices, and the value they assign to, and their enthusiasm for, a curriculum subject. Religious Education (RE), in England, involves the teaching of religious and non-religious worldviews. RE teachers often lack training, subject knowledge, confidence or even desire to teach the subject. Teachers may teach aspects of religion(s) and non-religious worldviews which adhere to their own worldviews but ignore aspects of religion(s) and non-religious worldviews with which they disagree.
The claim in this thesis is that better understanding of their own worldviews might help teachers guard against these conscious or unconscious omissions of religion(s) and non-religious worldviews and the reinforcement of unexamined biases. To this end, I have developed a working definition of ‘worldview’ as an individual’s frame of reference, held consciously and subconsciously, that evolves due to life experiences that enables them to make sense of the world. I have designed hermeneutical tools for teachers to read themselves, to identify aspects of their worldviews and the narratives which have formed these. These tools have application to the self-examining of life stories, and have been tested, through semi-structured interviews with 10 Primary school teachers in the South West.
The findings revealed variations between teachers’ worldview-consciousness and the impact of their worldviews on their teaching of RE: notions of ‘good life’ varied and determined their teaching of, choices within and rationale for RE alongside growing confidence. Depth of understanding was facilitated for some by overseas travel, working and living overseas or in a multicultural area. Greater self-understanding unlocked reflexivity for teachers with acknowledgement of the impact of their own worldviews on their teaching of RE.
Abstract.
Refresh publications
External Engagement and Impact
Education Advisor to the Faith and Belief Forum
Member of the Devon SACRE
Teaching
I am currently the Subject Lead for Primary Humanities but have taught and led on a range of modules including:
'International perspectives on Inclusive Education', Masters in SEN
Learning for Teaching, undergraduate module
Primary PGCE Humanities Pathway
Primary PGCE Maths
Module Lead for Primary PGCE Curriculum Studies
Module Lead for Educational and Professional Studies, Primary: specific lectures on Theories of Education, Race and Education, British Values, Inclusive Education.
Educational and Professional Studies, Secondary: Race and Education, Prevent and British Values
Modules
2022/23
