Professor Sally Power

2024

• 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)

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)

2022

• Power, S. and Taylor, C. 2022. Classroom exclusions: patterns, practices, and pupil perceptions. International Journal of Inclusive Education (10.1080/13603116.2022.2121434)

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

• Muddiman, E., Power, S. and Taylor, C. 2020. Civil society and the family. Civil Society and Social Change. Policy Press.
• Power, S. ed. 2020. Civil society through the lifecourse. Civil Society and Social Change. Bristol: 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. ‘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)
• 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)
• 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., Rhys, M., Taylor, C. and Waldron, S. 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., Taylor, C., Power, S. and Moles, K. 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

• Power, S., Muddiman, E., Moles, K. and Taylor, C. 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)
• Afonso, A. J., Loureiro, A., Lucio, J. and Power, S. 2018. Inequalities and (in)justices in education: A dialogue with Sally Power. Portuguese Journal of Education. (10.21814/rpe.15079)

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., Allouch, A., Brown, P. and Tholen, G. 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., Brown, P., Power, S. A. R. and Tholen, G. 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. 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.
• 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.

2014

• Brown, P., Power, S., Tholen, G. and Allouch, A. 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: Update and Technical Report 2012/13. Technical Report.
• 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

2013

• Power, S. A. R., Brown, P., Allouch, A. and Tholen, G. 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., Brown, P., Power, S. A. R. and Allouch, A. 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)
• Maynard, T., Taylor, C. M., Waldron, S., Rhys, M., Smith, R., Power, S. and Clement, J. 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

2012

• 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)
• 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)

2010

• 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)
• Power, S. A., Taylor, C. M., Lewis, J. T., Connolly, M., Thomas, G. and Jones, S. W. 2010. Realizing the ‘learning country'? Research activity and capacity within Welsh local authorities. Contemporary Wales 23(1), pp. 71-92.
• Power, S. A. R., Curtis, A., Whitty, G. and Edwards, T. 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. 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. 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)

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. 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., Taylor, C. M., Rees, G. M. and Jones, K. 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)
• 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., Lewis, J. T., Taylor, C., Connolly, M., Thomas, G. and Wyn Jones, S. 2009. Local authorities and education research in Wales. The final report of LINK-Wales: the learning in Wales network. Technical Report.

2008

• 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
• 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.
• Curtis, A., Power, S. A. R., Whitty, G., Exley, S. and Sasia, A. 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. 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., Taylor, C. M., Rees, G. M. and Jones, K. 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.

2007

• Taylor, C. M., Connolly, M., Power, S. A. R. and Rees, G. M. 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., Moss, G., Lewis, J. T., Witty, G. and Edwards, T. 2005. Staying in touch? The potential of 'Friends Reunited' as a research tool. Research Intelligence 92, pp. 6-8.

2004

• Power, S. A. R., Whitty, G., Gewirtz, S., Halpin, D. and Dickson, M. 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., Whitty, G., Edwards, T. and Wigfall, V. 2003. Education and the middle class. Buckingham: Open University Press.