Professor Carl Bagley
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)
- Mr Muneer Alqahtani
- Mrs Pauline Moger
- Mrs Wafaa Salama
- Ms Melanie Van-den-hoven
- Miss Fang-hui Wu
- Mr Sherman Chin
- Mr Stephen Rawlinson
- Ms Shih-ching Huang
- Ms Margaret Jackson
- Critical arts-based research
- Education Policy
- 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)
Journal papers: academic
- Ward, S.C., 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.
- 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.
- Hillyard, S. & Bagley, C.A. (2014). Community strikes back? Belonging and exclusion in rural English villages in networked times. International Journal of Inclusive Education
- Bagley, C.A. & Hillyard, S. (2014). Rural schools, social capital and the Big Society: a theoretical and empirical exposition. British Educational Research Journal 40(1): 63-67.
- Smit, J., Bagley, C. & Ward, S. (2014). Uncovering Policy Response: Primary School Principals in the Netherlands and the Professions in Education Act. Journal of Contemporary Educational Studies 65/131(4): 30-47.
- Bagley, C.A. (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.
- 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 14(4): 410-427.
- 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.
- Ali, F. & Bagley, C. (2013). Islamic Education and Multiculturalism: Engaging with the Canadian Experience. Journal of Contemporary Issues in Education 8(2): 19-31.
- 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.
- Castro-Salazar, R. & Bagley, C. (2012). Navigating Borders: Critical Race Theory Research and Counter History of Undocumented Americans. New York: Peter Lang.
- 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.