Staff

Prof Carl Bagley

Deputy Head of School; Divisional Director Postgraduate Research Programmes in the School of Education

Telephone: +44 (0) 191 33 48422

Contact Prof Carl Bagley (email at c.a.bagley@durham.ac.uk)

Biography

Prof. Bagley studied for a BSc (Hons) in Sociology and Politics at the University of Bradford before training as a Community Worker at the University of Swansea where he obtained a Diploma in Applied Social Studies and a Certificate of Qualification in Social Work (CQSW). He subsequently worked as a community-based anti-racist strategist for Leeds Local Education Authority where he gained JNC recognition as a qualified youth and community worker. He has held research posts at the National Foundation for Educational Research (NFER) and the Open University (where he obtained his PhD) and previously held a Senior Lectureship at Staffordshire University. He joined the School of Education in 1999. His research interests and publications are in the field of educational sociology. He is particularly interested in educational policy and arts-based approaches to educational research. He is currently working with Dr Sam Hillyard (Applied Social Studies) on an ESRC-funded project exploring the micro-politics of rural schooling, and working with Dr Ricardo Castro-Salazar (Pima College, AZ) investigating the use of performance in tellling the counter-stories of undocumented Americans of Mexican origin in the USA. An example of Professor Bagley's and Dr. Castro-Salazar's arts-based research work can be viewed at www.tinyurl.com/bagley-salazar/performancelong.wmv

He co- edited the book Dancing the Data and its enclosed CD-ROM Dancing the Data Too (with Mary Beth Cancienne, James Madison University, VA); the first arts-based educational research text to incoropoate print and audio-visual material. He co-founded (with Mary Beth Cancienne) the Special Interest Group (SIG) Arts and Inquiry in the Visual and Performing Arts in Education within the American Educational Research Association (AERA). The SIG was the first committed to exclusively providing a live performance space for researcher/artists at AERA’s annual conference. He sits on the board and is the guest editor of a special issue of the journal Ethnography and Education focussing on 'Shifting Methodological Boundaries in Ethnographic Research'. A free download of the editorial can be accessed at: http://www.tandf.co.uk/journals/journal.asp?issn=1745-7823&linktype=5

In 2008 he was elected a Fellow of the Royal Society of Arts (FRSA)

Prof. Bagley teaches on policy studies and qualitative research methods at undergraduate and postgraduate level and supervises doctoral research students in those fields.

He is currently Director of Postgraduate Research with responsibility for the EdD and PhD doctoral programmes in Education.

Completed Supervisions (since 2008)

A Study of UK Education Policy in the Adoption and Implementation of Third Stream Activities by Higher Education Institutions

The Challenges and Opportunities of Implementing an Islam-Based Education System in Canada’s Multicultural Society: The Case of the British Columbia Muslim School

Education In ‘Late’ Modernity
A Critical Analysis Of New Labour Reform, 1997-2007

A Critical Ethnography of Pupil Resistance to Authority: How Pupil and Teacher Identities Create Spaces of Resistance in the Contemporary School

Professional Identity in a Multi-agency Team

Research Groups

Methods and Critical Approaches

Research Projects

Research Interests

Education Policy
Ethnography
Rural Education

Publications

Journal papers: academic

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 & Cultural Geography
Bagley, C. & Castro-Salazar, R. (2012). Critical Arts-Based Research in Education: Performing undocumented historias. British Educational Research Journal 38(2): 219-239.
Beach, D. & Bagley, C.A. (2012). The weakening role of education studies and the re-traditionalisation of Swedish teacher education. Oxford Review of Education 38(3): 287-303.
Clough, S. & Bagley, C. (2012). UK Higher Education Institutions and the Third stream Agenda. Policy Futures in Education 10(2): 178-190.
Bagley, C. (2011). From Sure Start to Children's Centres: capturing the erosion of social capital. Journal of Education Policy 26(1): 95-113.
Bagley, C. & Hillyard, S. (2011). Village Schools in England: At the heart of their community?. Australian Journal of Education 55(1): 5.
Castro-Salazar, R. & Bagley, C. (2010). 'Ni de aqui ni from there' Navigating between contexts: counter narratives of undocumented Mexican students in the United States. Race, Ethnicity and Education 13(1): 23-40.
Cancienne, M.B. & Bagley, C. (2009). Dance as Method. The process and product of movement in educational research. Arts and Learning Research Journal 25(1): 1-25.
Bagley, C. (2009). The ethnographer as impresario-joker in the (re)presentation of educational research as performance art: towards a performance ethic. Ethnography and Education 4(3): 283-300.
Bagley, C. (2008). Educational ethnography as performance art: towards a sensuous feeling and knowing. Qualitative Research 8(1): 53-72.
Bagley, C. & Ackerley, C.L. (2006). 'I am much more than just a mum'. Social capital, empowerment and Sure Start. Journal of Education Policy 21(6): 717-734.
Giamouridis, A. & Bagley, C. (2006). Policy, Politics, and Social Inequality in the Educational System of Greece. Journal of Modern Greek Studies 24(1).
Bagley, C. (2006). School choice and competition: a public-market in education revisited. Oxford Review Education 32(3): 347-362.
Bagley, C.A., Ackerley, C.L. & 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.

Books: authored

Castro-Salazar, R. & Bagley, C. (2012). Navigating Borders: Critical Race Theory Research and Counter History of Undocumented Americans. Peter Lang.

Books: sections

Bagley, C. & Castro-Salazar, R. (2012). Dance: Making Movement Meaningful. In Handbook of Qualitative Research in Education. Delamont, S. Edward Elgar: Cheltenham.
Beach D. & Bagley, C. (2011). New Threats in Advanced Knowledge-based Economies to the Old Problem of Developing and Sustaining Quality. In Developing Quality Cultures in Teacher Education: Expanding Horizons in Relation to Quality Assurance. Eisenschmidt, E. & Lofstrom, E. Tallin University Press.
Bagley, C. & Castro-Salazar, R. (2010). Envisioning Undocumented Historias: Towards a Critical Performance Ethnography. In New Frontiers in Ethnography. Hillyard, S. Bingley: Emerald Group Publishing.
Bagley, C.A. (2009). Professionals, People and Power: Sourcing Social Capital on an Early Years Education and Health Care Programme. In Social Capital, Professionalism and Diversity. Allan, J., Ozga, J. & Smyth, G. Rotterdam: Sense Publishers. 107-121.
Cancienne, M.B. & Bagley, C. (2008). Dance as Method. In Knowing Differently: Arts-Based and Collaborative Research Methods. Liamputtong, P. & Rumbold, J. (eds) New York: Nova Science Publishers.
Bagley, C. (2008). Exploring Multimedia Performance in Educational Research. In Handbook of Research on Digital Information Technologies: Innovations, Methods and Ethical Issues. Hansson, T. (ed). Hershey, PA: ISR.
Bagley, C. (2007). (Re)visualising Childhood. In The Art of Visual Inquiry. Knowles, J.G., Luciani, T.C., Cole, A. & Neilsen, L. (eds). Halifax, NS & Toronto, ON: Backalong Books & Centre for Arts-Informed Research. 295-308.

Books: reviews

Ward, S.C. & Bagley, C. (2010). Method Meets Art: Arts-Based Research Practice. Qualitative Research 10(2): 273-277.

Supervises

Current vacancies