Yr Athro Sally Power

2025

• Powell, R. et al. 2025. Invoking the discourse of children’s rights in campaigns around public space. Children & Society 39 (4), pp.719-727. (10.1111/chso.12936)
• Power, S. et al. 2025. Outsourcing trouble: A home international comparison of alternative provision across the UK. British Journal of Educational Studies , pp.1-20. (10.1080/00071005.2025.2481869)

2024

• Power, S. and Taylor, C. 2024. Classroom exclusions: patterns, practices, and pupil perceptions. International Journal of Inclusive Education 28 (12), pp.2698-2712. (10.1080/13603116.2022.2121434)
• McCluskey, G. et al., 2024. School exclusion policies across the UK: convergence and divergence. Oxford Review of Education 50 (6), pp.760-776. (10.1080/03054985.2024.2376609)
• Power, S. , Bridgeman, J. and Taylor, C. 2024. Psychosocial disorder or rational action? Contrasting professional and pupil narratives of school exclusion. Oxford Review of Education 50 (6), pp.817-833. (10.1080/03054985.2024.2373061)
• Tseliou, F. , Taylor, C. and Power, S. 2024. Formal school exclusions over the educational lifecourse in Wales. Oxford Review of Education 50 (6), pp.854-875. (10.1080/03054985.2024.2379918)
• Power, S. et al. 2024. Privilege, place and patronage: 'giving something back' to Wales. International Sociology 39 (4), pp.510-525.
• Power, S. et al. 2024. Privilege, place, and patronage: ‘Giving something back’ to Wales. International Sociology 39 (4), pp.510-525. (10.1177/02685809241260459)
• Heley, J. et al., 2024. The royal Welsh agricultural society: Patronage and the reproduction of elites in rural Wales. Journal of Rural Studies 108 103291. (10.1016/j.jrurstud.2024.103291)
• Power, S. and Taylor, C. 2024. Rights, rules and remedies: interrogating the policy discourse of school exclusion in Wales. Discourse: Studies in the Cultural Politics of Education 45 (1), pp.88-100. (10.1080/01596306.2023.2237433)
• Power, S. et al. 2024. The varied landscape of alternative education provision in the uk: a home international comparison. Project Report.[Online].Oxford: Oxford University. Available at: https://dx.doi.org/10.5287/ora-0z1zoy0km.
• Power, S. et al. 2024. The varied landscape of alternative education provision in the UK: a home international comparison. Project Report.[Online].University of Oxford. Available at: https://ora.ox.ac.uk/objects/uuid:b9453bd9-6843-4e32-8842-035e3d9a5b84/files/sx920fz646.

2023

• Tseliou, F. , Taylor, C. and Power, S. 2023. Recent trends in formal school exclusions in Wales. British Journal of Educational Studies (10.1080/00071005.2023.2276404)
• Power, S. 2023. Confronting the ‘coming crisis’ in education research. British Journal of Educational Studies 71 (5), pp.477-491. (10.1080/00071005.2023.2221720)

2021

• Power, S. , Frandji, D. and Vitale, P. 2021. The cultural making of the citizen: a comparative analysis of school students’ civic and political participation in France and Wales. Compare: A Journal of Comparative and International Education 51 (8), pp.1226-1240. (10.1080/03057925.2020.1740081)
• Power, S. and Taylor, C. 2021. School exclusions in Wales: policy discourse and policy enactment. Emotional and Behavioural Difficulties 26 (1), pp.19-30. (10.1080/13632752.2021.1898761)

2020

• Power, S. ed. 2020. Civil society through the lifecourse. Civil Society and Social Change Bristol: Policy Press.
• Muddiman, E. , Power, S. and Taylor, C. 2020. Civil society and the family. Civil Society and Social Change Policy Press.
• Power, S. and Rees, G. 2020. Conceptualising the sociology of education: an analysis of contested intellectual trajectories. British Journal of Sociology of Education 41 (6), pp.778-793. (10.1080/01425692.2020.1784708)
• Power, S. , Taylor, C. and Newton, N. 2020. ‘Dyfodol llwyddiannus’ i bawb yng Nghymru? Yr heriau wrth ddiwygio cwricwla i ymdrin ag anghydraddoldeb addysgol. Curriculum Journal 31 (2), pp.e148-e165. (10.1002/curj.44)
• Power, S. , Taylor, C. and Newton, N. 2020. ‘Successful futures’ for all in Wales? The challenges of curriculum reform for addressing educational inequalities. Curriculum Journal 31 (2), pp.317-333. (10.1002/curj.39)
• Taylor, C. and Power, S. 2020. Ailaddysgu’r genedl? Datblygu cwricwlwm newydd i Gymru. Curriculum Journal 31 (2), pp.e1-e4. (10.1002/curj.45)
• Taylor, C. and Power, S. 2020. Re-educating the nation? The development of a new curriculum for Wales. Curriculum Journal 31 (2), pp.177-180. (10.1002/curj.41)
• Edwards, T. and Power, S. 2020. From bastion of class privilege to public benefactor: the remarkable repositioning of private schools. In: Brown, A. and Wisby, E. eds. Knowledge, Policy and Practice in Education and the Struggle for Social Justice: Essays Inspired by the Work of Geoff Whitty. London: UCL Press. , pp.134-148.
• Power, S. and Taylor, C. 2020. Not in the classroom, but still on the register: Hidden forms of school exclusion. International Journal of Inclusive Education 24 (8), pp.867-881. (10.1080/13603116.2018.1492644)

2019

• Power, S. et al. 2019. How child-centred education favours some learners more than others. Review of Education 7 (3), pp.570-592. (10.1002/rev3.3137)
• Muddiman, E. et al. 2019. Young people, family relationships and civic participation. Journal of Civil Society 15 (1), pp.82-98. (10.1080/17448689.2018.1550903)
• Power, S. 2019. A tribute to Geoff Whitty: a special kind of policy scholar. Journal of Education Policy 34 , pp.1-5. (10.1080/02680939.2018.1520016)

2018

• Afonso, A. J. et al., 2018. Inequalities and (in)justices in education: A dialogue with Sally Power. Revista Portuguesa De Educação 31 ((Esp)), pp.92-102. (10.21814/rpe.15079)
• Power, S. et al. 2018. Civil society: Bringing the family back in. Journal of Civil Society 14 (3), pp.193-206. (10.1080/17448689.2018.1498170)
• Pearce, S. , Power, S. and Taylor, C. M. 2018. Private tutoring in Wales: patterns of private investment and public provision. Research Papers in Education 33 (1), pp.113-126. (10.1080/02671522.2016.1271000)
• Power, S. 2018. The mainstreaming of charities into schools. Oxford Review of Education 44 (6), pp.702-715. (10.1080/03054985.2018.1438255)

2017

• Power, S. , Taylor, C. and Horton, K. 2017. Sleepless in school? The social dimensions of young people's bedtime rest and routines. Journal of Youth Studies 20 (8), pp.945-958. (10.1080/13676261.2016.1273522)
• Power, S. and Smith, K. 2017. ‘Heroes’ and ‘villains’ in the lives of children and young people. Discourse 38 (4), pp.590-602. (10.1080/01596306.2015.1129311)

2016

• Taylor, C. M. et al. 2016. Evaluating the Foundation Phase: technical report. Technical Report.
• Power, S. and Smith, K. 2016. Giving, saving, spending: what would children do with £1 million?. Children & Society 30 (3), pp.192-203. (10.1111/chso.12132)
• Power, S. 2016. The politics of education and the misrecognition of Wales. Oxford Review of Education 42 (3), pp.285-298. (10.1080/03054985.2016.1184871)
• Power, S. et al. 2016. Giving something back? Sentiments of privilege and social responsibility among elite graduates from Britain and France. International Sociology 31 (3), pp.305-323. (10.1177/0268580916629966)
• Allouch, A. et al., 2016. L'éthique des élites scolaires. Du mérite à la responsabilité chez les étudiants de sciences po Paris et de l'Université d'Oxford. L'Annee Sociologique 66 (1), pp.193-224.

2015

• Taylor, C. et al. 2015. Evaluating the Foundation Phase: final report. Project Report.[Online].Cardiff: Welsh Government. Available at: https://dera.ioe.ac.uk/23035/3/150514-foundation-phase-final-en_Redacted.pdf.
• Power, S. , Taylor, C. and Lewis, J. 2015. Independent review of assessment and the national curriculum (the Donaldson Review). Analysis of questionnaire responses. The final report:. Technical Report.
• Power, S. A. R. 2015. Wales: An overview. In: Brock, C. ed. Education in the United Kingdom. London: Bloomsbury. , pp.197-212.
• Power, S. A. R. and Whitty, G. 2015. Selective, comprehensive and diversified secondary schooling in England: a brief history. In: de Waal, A. ed. The Ins and Outs of Selective Secondary Schools: A Debate. Civitas. , pp.9-28.

2014

• Brown, P. et al. 2014. Credentials, talent and cultural capital: a comparative study of educational elites in England and France. British Journal of Sociology of Education 37 (2), pp.191-211. (10.1080/01425692.2014.920247)
• Taylor, C. M. et al. 2014. Evaluating the Foundation Phase: Annual Report 2011/12. Project Report.[Online].Welsh Government. Available at: http://gov.wales/docs/caecd/research/130717-evaluating-foundation-phase-annual-report-2011-12-en.pdf.
• Taylor, C. M. et al. 2014. Evaluating the Foundation Phase: Update and Technical Report 2012/13. Technical Report.

2013

• Maynard, T. et al., 2013. Evaluating the Foundation Phase: policy logic model and programme theory. Project Report.[Online].Welsh Government. Available at: http://gov.wales/docs/caecd/research/130318-evaluating-foundation-phase-policy-logic-model-programme-theory-en.pdf.
• Power, S. A. R. et al. 2013. Self, career and nationhood: the contrasting aspirations of British and French elite graduates. British Journal of Sociology 64 (4), pp.578-596. (10.1111/1468-4446.12048)
• Power, S. A. R. and Taylor, C. M. 2013. Social justice and education in the public and private spheres. Oxford Review of Education 39 (4), pp.464-479. (10.1080/03054985.2013.821854)
• Tholen, G. et al., 2013. The role of networks and connections in educational elites? labour market entrance. Research in Social Stratification and Mobility 34 , pp.142-154. (10.1016/j.rssm.2013.10.003)

2012

• Power, S. A. R. 2012. From redistribution to recognition to representation: social injustice and the changing politics of education. Globalisation, Societies and Education 10 (4), pp.473-492. (10.1080/14767724.2012.735154)
• Power, S. A. R. 2012. Redistribution, reconnaissance et représentation: parcours de la lutte contre l'injustice et des changements de politique éducative. Education et Sociétés 2012 (1(29)), pp.27-44. (10.3917/es.029.0027)

2010

• Power, S. A. et al. 2010. Realizing the ‘learning country'? Research activity and capacity within Welsh local authorities. Contemporary Wales 23 (1), pp.71-92.
• Power, S. A. R. 2010. Bernstein and empirical research. In: Singh, P. , Sadovnik, A. R. and Semel, S. F. eds. Toolkits, Translation Devices and Conceptual Accounts: Essays on Basil Bernstein's Sociology of Knowledge. Vol. 51, History of Schools and Schooling Vol. 51.New York: Peter Lang. , pp.239-248.
• Power, S. A. R. et al. 2010. Private education and disadvantage: the experiences of Assisted Place holders. International Studies in Sociology of Education 20 (1), pp.23-38. (10.1080/09620211003655622)
• Power, S. A. R. and Frandji, D. 2010. Education markets, the new politics of recognition and the increasing fatalism towards inequality. Journal of Education Policy 25 (3), pp.385-396. (10.1080/02680930903576404)
• Taylor, C. M. , Power, S. A. R. and Rees, G. 2010. Out-of-school learning: the uneven distribution of school provision and local authority support. British Educational Research Journal 36 (6), pp.1017-1036. (10.1080/01411920903342046)

2009

• Brown, P. and Power, S. A. 2009. The social construction of talent: A comparative study of education, recruitment and occupational elites. Presented at: Invited Keynote, Sciences Po Paris, France September 2009.
• Power, S. et al. 2009. Local authorities and education research in Wales. The final report of LINK-Wales: the learning in Wales network. Technical Report.
• Power, S. A. R. 2009. Education markets, the new politics of recognition and the naturalisation of inequality. Presented at: RAPPE Seminar Geneva, Switzerland March 2009.
• Power, S. A. R. 2009. Le New Labour et la troisième voie: une évolution de la politique de l'éducation pour une évolution de la classe moyenne. Revue Française de Pédagogie 2009 (1-166), pp.5-16.
• Power, S. A. et al. 2009. Out-of-school learning: variations in provision and participation in secondary schools. Research Papers in Education 24 (4), pp.439-460. (10.1080/02671520802584095)

2008

• Curtis, A. et al., 2008. Primed for success: the characteristics and practices of state schools with good track records of entry into prestigious UK universities. Technical Report.
• Power, S. A. R. 2008. How should we respond to the continuing failure of compensatory education?. Orbis Scholae 2 (2), pp.19-38.
• Power, S. A. R. 2008. The imaginative professional. In: Cunningham, B. ed. Exploring professionalism. Bedford Way Papers London: Institute of Education Publications. , pp.144-160.
• Power, S. A. R. et al. 2008. Out-of-school learning: variations in provision and participation in secondary schools: Final report to the Campaign For Real World Learning. Project Report.Shrewsbury: Field Studies Council.
• Power, S. A. R. and Whitty, G. 2008. Bernstein e a classe média. Práxis Educativa 3 (2), pp.119-128. (10.5212/PraxEduc.v.3i.2.119128)
• Power, S. A. R. and Whitty, G. 2008. Graduating and gradations within the middle class: the legacy of an elite higher education. Working paper. Cardiff: Cardiff University. Available at: http://www.cardiff.ac.uk/socsi/resources/wp118.pdf.

2007

• Taylor, C. M. et al. 2007. Formative evaluation of the applied educational research scheme (AERS). Project Report.[Online].Edinburgh: Education Information and Analytical Services, Scottish Government. Available at: http://www.scotland.gov.uk/Publications/2008/01/07140223/0.

2006

• Power, S. A. R. , Whitty, G. and Edwards, T. 2006. Success sustained? A follow-up study of the 'Destined for Success?' cohort. Research Papers in Education 21 (3), pp.235-253. (10.1080/02671520600793732)
• Power, S. A. R. 2006. Markets and Misogyny: Educational Research on Educational Choice. British Journal of Educational Studies 54 (2), pp.175-188. (10.1111/j.1467-8527.2006.00340.x)

2005

• Power, S. A. R. et al. 2005. Staying in touch? The potential of 'Friends Reunited' as a research tool. Research Intelligence 92 , pp.6-8.

2004

• Power, S. A. R. et al. 2004. Paving a 'third way'? A policy trajectory analysis of education action zones. Research papers in education 19 (4), pp.453-476. (10.1080/0267152042000295474)

2003

• Power, S. A. R. et al. 2003. Education and the middle class. Buckingham: Open University Press.