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Durham University

School of Education

Research Projects

Professor Carl Bagley

Member of the School of Education


Professor Carl Bagley is Head of the School of Education where he holds a Chair in Educational Sociology. He 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 policy ethnography and critical arts-based approaches to educational research; whereby data are represented and disseminated through the medium of the arts. An example of his work co-produced with Dr Ricardo Castro-Salazar (Pima College, AZ), investigating the use of performance in telling the counter-stories of undocumented Americans of Mexican origin in the USA, may be viewed at
A co-authored book (with Dr Castro-Salazar) on the wider sociological theme of undocumented Americans entitled Navigating Borders. Critical Race Theory Research and Counter History of Undocumented Americans was published by Peter Lang.
He co- edited the book Dancing the Data (Peter Lang publisher) 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 incorporate 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 is deputy editor of the Journal Ethnography and Education and guest edited a special issue of the journal focusing on Shifting Methodological Boundaries in Ethnographic Research. A free download of the editorial can be accessed at:
In 2008 he was elected a Fellow of the Royal Society of Arts (FRSA)

Information for prospective doctoral research student supervisions

Professor Bagley would welcome applications from prospective doctoral research students in areas associated with education policy

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

The Impact of the Pre-primary Education Voucher Scheme on School Choice in Hong Kong.

Foreign Students’ Experience in Socialization through Participation in Sports in a Singapore International School: A Case Study.

A Grounded Theory Case Study Examining the Impact on Policy Actors of their Engagement and Interactions with Educational Policy Implementation Processes.

‘Sharing the Same Roof’?: A Consociational Approach to the compatibility of Cultural Identity Schools with Liberal Democratic Values.

Troubling the mathematical child: An analysis of the production of the mathematical classroom and the mathematical child within the becoming of primary school student-teachers in England.


The role of parent-child relationship in children’s emergent literacy in Hong Kong

Social learning of strategic leadership: The role of classroom-based
leadership training/education in the ‘becoming’ processes of senior police commanders as strategic leaders.

Uncovering The Legacy of Policy An Ethnographic Account of a Secondary School’s Commitment to Creativity.

Research Projects

  • European Policy Network on School Leadership
  • Rural schooling and the micro-politics of community> A study of two English, rural villages and their schools
  • School Leadership Toolkit for Accelerating Achievement (SLT4AA)

Research Interests

  • Critical arts-based research
  • Education Policy

Selected Publications

Authored book

Chapter in book

  • 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.

Journal Article

Show all publications

Selected Grants

  • 2014: School Leadership Toolkit for Accelerating Achievement (SLT4AA) (£46205.71 from European Commission)
  • 2011: European Policy Network on School Leadership (£60061.95 from European Commission)
  • 2009: Rural schooling and the micro-politics of community (£76041.04 from ESRC)
  • 2002: EVALUATION OF HARTLEPOOL CENTRAL SURE START (£63791.00 from Sure Start)