Dr Ruth Hewett

Dr Ruth Hewett

School of Education

Contact details

Address
School of Education
University of Birmingham
Edgbaston
Birmingham
B15 2TT
UK

Ruth is an Academic and Professional Tutor on the Educational Psychology doctoral training course. In addition to this role Ruth is a practising Senior Educational Psychologist working in a Local Authority in the West Midlands.

Qualifications

ApEdChildPsyD, University of Birmingham, 2013

PGCE in Social Sciences, University of Leicester, 2007

BSc in Psychology, University of Sheffield, 2005

Biography

After graduating from the University of Sheffield with a BSc in Psychology Ruth worked as a teaching assistant at a school for children and young people with severe and profound and multiple learning difficulties. She then undertook a social sciences PGCE at the University of Leicester which she completed in 2007. Ruth worked for three years as a teacher of Psychology and Health Social Care at a comprehensive school in Birmingham, before gaining a place on the Applied Educational and Child Psychology Doctorate Course. Her doctoral thesis used Foucauldian Discourse Analysis to explore the ways in which Muslim girls’ aspirations are constructed in secondary schools. 

Since graduating in 2013 Ruth has worked a West Midlands local authority as a main grade Educational Psychologist and, since 2020, as a Senior Educational Psychologist. She commenced her role as an Academic and Professional Tutor at the University of Birmingham in September 2023. 

Ruth is interested in anti-oppressive practice in relation to the work of Educational Psychologists and specifically, the roles of consultation, supervision, formulation and coproduction in Educational Psychology Practice.

Research

Doctoral Research

ApEdChildPsyD thesis title – Muslim Girls’ Aspirations: An Exploration of Teacher and Pupil Discourses

Publications

Hewett, R (2015) “Their whole community might be watching them”: Teacher and pupil constructions of Muslim Girls’ aspirations and the role of their families and the community, Educational and Child Psychology, 32 (2): 68-77