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All Outputs (23)

School Choice with Education Vouchers: An Empirical Case Study from Hong Kong (2016)
Journal Article
Lee, N., & Bagley, C. (2017). School Choice with Education Vouchers: An Empirical Case Study from Hong Kong. International Studies in Sociology of Education, 26(1), 3-18. https://doi.org/10.1080/09620214.2016.1158121

This paper seeks to question what impact education vouchers have on the process of school choice. The context examined in the paper is the Pre-primary Education Voucher Scheme (‘Voucher Scheme’) introduced in 2007 in Hong Kong. Using a Straussian gro... Read More about School Choice with Education Vouchers: An Empirical Case Study from Hong Kong.

Islamic Education in a Multicultural Society: The Case of a Muslim School in Canada (2015)
Journal Article
Ali, F., & Bagley, C. (2015). Islamic Education in a Multicultural Society: The Case of a Muslim School in Canada. Canadian journal of education, 38(4), 1-26

The case study explores the ways in which a prominent, private Canadian Muslim school provides an Islamic education while negotiating its place in an integrated, socially cohesive, multicultural society. The data are derived from an in-depth qualitat... Read More about Islamic Education in a Multicultural Society: The Case of a Muslim School in Canada.

School Choice in an English Village: Living, Loyalty and Leaving (2015)
Journal Article
Bagley, C., & Hillyard, S. (2015). School Choice in an English Village: Living, Loyalty and Leaving. Ethnography and Education, 10(3), 278-292. https://doi.org/10.1080/17457823.2015.1050686

In late modernity, the marketisation of public services has become a global policy phenomenon. In the case of schooling, this has resulted in parents discursively positioned as consumers of education making a choice between providers of education. To... Read More about School Choice in an English Village: Living, Loyalty and Leaving.

The marginalisation of social justice as a form of knowledge in teacher education in England (2015)
Journal Article
Bagley, C., & Beach, D. (2015). The marginalisation of social justice as a form of knowledge in teacher education in England. Policy Futures in Education, 13(4), 424-438. https://doi.org/10.1177/1478210315571220

This paper utilises the analytical concepts developed in the work of Basil Bernstein to reflect on the ways in which discourses such as social justice are especially vulnerable in teacher education in England. In particular, under new-managerial regi... Read More about The marginalisation of social justice as a form of knowledge in teacher education in England.

What is ‘policy’ and what is ‘policy response’? An illustrative study of the implementation of the Leadership Standards for Social Justice in Scotland (2015)
Journal Article
Ward, S., Bagley, C., Lumby, J., Hamilton, T., Woods, P., & Roberts, A. (2016). What is ‘policy’ and what is ‘policy response’? An illustrative study of the implementation of the Leadership Standards for Social Justice in Scotland. Educational Management Administration & Leadership, 44(1), 43-56. https://doi.org/10.1177/1741143214558580

This article examines ‘policy’ and ‘policy response’ through documentary analysis and an illustrative study of policy implementation. Our approach is informed by Foucault’s (2009) theory that power relations in society are conditioned by a culturally... Read More about What is ‘policy’ and what is ‘policy response’? An illustrative study of the implementation of the Leadership Standards for Social Justice in Scotland.

Uncovering Policy Response: Primary School Principals in the Netherlands and the Professions in Education Act (2014)
Journal Article
Smit, J., Bagley, C., & Ward, S. (2014). Uncovering Policy Response: Primary School Principals in the Netherlands and the Professions in Education Act. Sodobna pedagogika, 65/131(4), 30-47

Summary: The Netherlands currently has one of the most decentralised education systems in Europe, with a high level of school autonomy and no formal governance levels between the national government and the school. Consequently, school principals hav... Read More about Uncovering Policy Response: Primary School Principals in the Netherlands and the Professions in Education Act.

Community strikes back? Belonging and exclusion in rural English villages in networked times (2014)
Journal Article
Hillyard, S., & Bagley, C. (2015). Community strikes back? Belonging and exclusion in rural English villages in networked times. International Journal of Inclusive Education, 19(7), 748-758. https://doi.org/10.1080/13603116.2014.964569

The paper draws upon ethnographic research of two contrasting English primary schools and their villages to explore the themes of belonging and exclusion in contemporary rural contexts. The paper first describes the schools and the villages. A second... Read More about Community strikes back? Belonging and exclusion in rural English villages in networked times.

Changing teacher education in Sweden: Using meta-ethnographic analysis to understand and describe policymaking and educational changes (2014)
Journal Article
Beach, D., Bagley, C., Eriksson, A., & Player-Koro, C. (2014). Changing teacher education in Sweden: Using meta-ethnographic analysis to understand and describe policymaking and educational changes. Teaching and Teacher Education, 44, 160-167. https://doi.org/10.1016/j.tate.2014.08.011

This article derives from policy ethnographic research on teacher-education change in Sweden concerning the development of a unified profession with a common professional-knowledge base. This was a social democratic government policy for teacher educ... Read More about Changing teacher education in Sweden: Using meta-ethnographic analysis to understand and describe policymaking and educational changes.

School Leadership for Equity: Lessons from the Literature (2014)
Journal Article
Ward, S., Bagley, C., Lumby, J., Woods, P., Hamilton, T., & Roberts, A. (2015). School Leadership for Equity: Lessons from the Literature. International Journal of Inclusive Education, 19(4), 333-346. https://doi.org/10.1080/13603116.2014.930520

Responding to Thrupp's [2003. “The School Leadership Literature in Managerialist Times: Exploring the Problem of Textual Apologism.” School Leadership & Management: Formerly School Organisation 23 (2): 169] call for writers on school leadership to of... Read More about School Leadership for Equity: Lessons from the Literature.

Vintage Wine in New Bottles: Situating the Extraordinary Autobiographical Work of Charlotte Salomon (1917-1943) and the Sensuous Arts-based Power of her Multi-genre Visual Narrative (2014)
Journal Article
Bagley, C. (2014). Vintage Wine in New Bottles: Situating the Extraordinary Autobiographical Work of Charlotte Salomon (1917-1943) and the Sensuous Arts-based Power of her Multi-genre Visual Narrative. International Journal of Critical Cultural Studies, 11(1), 33-43

The evolving genre of arts-based research constitutes a range of arts-derived tools (music, literature, painting, dance, installation, drama) used by qualitative researchers at different phases of the research process, which may encompass data collec... Read More about Vintage Wine in New Bottles: Situating the Extraordinary Autobiographical Work of Charlotte Salomon (1917-1943) and the Sensuous Arts-based Power of her Multi-genre Visual Narrative.

Changing professional discourses in teacher education policy back towards a training paradigm : a comparative study (2013)
Journal Article
Beach, D., & Bagley, C. (2013). Changing professional discourses in teacher education policy back towards a training paradigm : a comparative study. European Journal of Teacher Education, 36(4), 379-392. https://doi.org/10.1080/02619768.2013.815162

Modern definitions of professions connect professional knowledge to scientific studies and higher education. In the present article we examine the changing nature of this relationship in initial teacher education in two European countries: Sweden and... Read More about Changing professional discourses in teacher education policy back towards a training paradigm : a comparative study.

'The fieldworker not in the head's office': an empirical exploration of the role of an English rural primary school within its village (2013)
Journal Article
Hillyard, S., & Bagley, C. (2013). 'The fieldworker not in the head's office': an empirical exploration of the role of an English rural primary school within its village. Social and Cultural Geography, 14(4), 410-427. https://doi.org/10.1080/14649365.2013.779743

This paper presents the findings of a project exploring the role of an English primary school inside its rural village. The fieldwork discovered that the school had lacked a full-time head teacher for a number of years and the paper explicates three... Read More about 'The fieldworker not in the head's office': an empirical exploration of the role of an English rural primary school within its village.

Rural schools, social capital and the Big Society: a theoretical and empirical exposition (2013)
Journal Article
Bagley, C., & Hillyard, S. (2014). Rural schools, social capital and the Big Society: a theoretical and empirical exposition. British Educational Research Journal, 40(1), 63-67. https://doi.org/10.1002/berj.3026

The paper commences with a theoretical exposition of the current UK government's policy commitment to the idealised notion of the Big Society and the social capital currency underpinning its formation. The paper positions this debate in relation to t... Read More about Rural schools, social capital and the Big Society: a theoretical and empirical exposition.

Islamic Education and Multiculturalism: Engaging with the Canadian Experience (2013)
Journal Article
Ali, F., & Bagley, C. (2013). Islamic Education and Multiculturalism: Engaging with the Canadian Experience. Journal of Contemporary Issues in Education, 8(2), 19-31

Canada has a long history of immigration by diverse ethnic minority groups arriving in the hope of establishing economically successful – yet socially and culturally distinct – communities based on particular values and beliefs not necessarily shared... Read More about Islamic Education and Multiculturalism: Engaging with the Canadian Experience.

Critical Arts-Based Research in Education: Performing undocumented historias (2012)
Journal Article
Bagley, C., & Castro-Salazar, R. (2012). Critical Arts-Based Research in Education: Performing undocumented historias. British Educational Research Journal, 38(2), 219-239. https://doi.org/10.1080/01411926.2010.538667

The article seeks to elucidate and academically position the genre of critical arts‐based research in education. The article fuses Critical Race Theory (CRT), life history and performance, alongside work with undocumented American students of Mexican... Read More about Critical Arts-Based Research in Education: Performing undocumented historias.

Village Schools in England: At the heart of their community? (2011)
Journal Article
Bagley, C., & Hillyard, S. (2011). Village Schools in England: At the heart of their community?. Australian Journal of Education, 55(1), Article 5

Recent debates within UK rural studies have stressed the shifting interplay of economic, social, political and cultural forces, with a concomitant blurring as to what constitutes rural living, rural spaces and even rural occupations. This article sit... Read More about Village Schools in England: At the heart of their community?.

Educational ethnography as performance art: towards a sensuous feeling and knowing. (2008)
Journal Article
Bagley, C. (2008). Educational ethnography as performance art: towards a sensuous feeling and knowing. Qualitative Research, 8(1), 53-72. https://doi.org/10.1177/1468794107085296

The article methodologically positions and subsequently describes an ethnographic-based performance art piece staged as the author’s keynote address at the UK’s first international conference on Arts-Based Educational Research held at Queen’s Univers... Read More about Educational ethnography as performance art: towards a sensuous feeling and knowing..

School choice and competition: a public-market in education revisited (2006)
Journal Article
Bagley, C. (2006). School choice and competition: a public-market in education revisited. Oxford Review of Education, 32(3), 347-362. https://doi.org/10.1080/03054980600775656

In 1993 the UK Economic and Social Research Council funded the Parental and School Choice Interaction (PACSI) Study into the marketisation of education, conducted by the author along with Philip Woods and Ron Glatter of the Open University. The findi... Read More about School choice and competition: a public-market in education revisited.

Social exclusion, Sure Start and organizational social capital: evaluating inter-disciplinary multi-agency working in an education and health work programme (2004)
Journal Article
Bagley, C., Ackerley, C., & Rattray, J. (2004). Social exclusion, Sure Start and organizational social capital: evaluating inter-disciplinary multi-agency working in an education and health work programme. Journal of Education Policy, 19(5), 595-607. https://doi.org/10.1080/0268093042000269162

Social policy-making in the UK under the Labour government has galvanized around the issue of social exclusion, identifying young children (0-4 years) and their families living in areas of high social disadvantage to be particularly at risk. This pap... Read More about Social exclusion, Sure Start and organizational social capital: evaluating inter-disciplinary multi-agency working in an education and health work programme.