![Sally Power](https://profiles-cardiff.imgix.net/attachments/3205?w=200&h=200&auto=format&crop=faces&fit=crop&q=90")
Overview
I am Co-Director of WISERD (Wales Institute of Social and Economic Research and Data), which is a collaborative venture between the universities of Abersytwth, Bangor, Cardiff, South Wales and Swansea. We work together to improve the quality and quantity of social science research in Wales and beyond. WISERD is also a key partner of Cardiff University's SPARK - the world's first social science research park.
Within WISERD, my main area of research expertise is in education and its significance for civil society, social mobility and inequality. I am co-director of the WISERDEducation Multi-Cohort Study which tracks young people's experiences as they progress through schools in Wales.
Publication
2025
- Powell, R., Muddiman, E., Power, S. and Taylor, C. 2025. Invoking the discourse of children’s rights in campaigns around public space. Children & Society (10.1111/chso.12936)
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)
- 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., 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)
- Power, S., Caerwynt, F., Heley, J., Sanders, A. and Zaidi, N. 2024. Privilege, place and patronage: 'giving something back' to Wales. International Sociology 39(4), pp. 510-525.
- Power, S., Caerwynt, F., Heley, J., Sanders, A. and Zaidi, N. 2024. Privilege, place, and patronage: ‘Giving something back’ to Wales. International Sociology 39(4), pp. 510-525. (10.1177/02685809241260459)
- Heley, J., Sanders, A., Caerwynt, F., Zaidi, N. and Power, S. 2024. The royal Welsh agricultural society: Patronage and the reproduction of elites in rural Wales. Journal of Rural Studies 108, article number: 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)
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. 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)
- 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)
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., 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)
- 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)
- Power, S. 2018. The mainstreaming of charities into schools. Oxford Review of Education 44(6), pp. 702-715. (10.1080/03054985.2018.1438255)
- 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)
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., 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. 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. A. R. 2015. Wales: An overview. In: Brock, C. ed. Education in the United Kingdom. London: Bloomsbury, pp. 197-212.
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: 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
- 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)
- 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
- 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)
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. 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., 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. 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. 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.
- Power, S. A. R. 2008. How should we respond to the continuing failure of compensatory education?. Orbis Scholae 2(2), pp. 19-38.
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.
Articles
- Powell, R., Muddiman, E., Power, S. and Taylor, C. 2025. Invoking the discourse of children’s rights in campaigns around public space. Children & Society (10.1111/chso.12936)
- 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)
- 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., 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)
- Power, S., Caerwynt, F., Heley, J., Sanders, A. and Zaidi, N. 2024. Privilege, place and patronage: 'giving something back' to Wales. International Sociology 39(4), pp. 510-525.
- Power, S., Caerwynt, F., Heley, J., Sanders, A. and Zaidi, N. 2024. Privilege, place, and patronage: ‘Giving something back’ to Wales. International Sociology 39(4), pp. 510-525. (10.1177/02685809241260459)
- Heley, J., Sanders, A., Caerwynt, F., Zaidi, N. and Power, S. 2024. The royal Welsh agricultural society: Patronage and the reproduction of elites in rural Wales. Journal of Rural Studies 108, article number: 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)
- 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)
- 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)
- 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 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)
- 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)
- 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)
- 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)
- Power, S. 2018. The mainstreaming of charities into schools. Oxford Review of Education 44(6), pp. 702-715. (10.1080/03054985.2018.1438255)
- 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., 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)
- 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.
- 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)
- 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)
- 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)
- 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. 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)
- 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. 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. 2008. How should we respond to the continuing failure of compensatory education?. Orbis Scholae 2(2), pp. 19-38.
- 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)
- 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.
- 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)
Book sections
- 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. 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. A. R. 2015. Wales: An overview. In: Brock, C. ed. Education in the United Kingdom. London: Bloomsbury, pp. 197-212.
- 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. 2008. The imaginative professional. In: Cunningham, B. ed. Exploring professionalism. Bedford Way Papers London: Institute of Education Publications, pp. 144-160.
Books
- 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. A. R., Whitty, G., Edwards, T. and Wigfall, V. 2003. Education and the middle class. Buckingham: Open University Press.
Conferences
- 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.
Monographs
- Taylor, C. M. et al. 2016. Evaluating the Foundation Phase: technical report. Technical Report.
- 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.
- 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.
- 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
- 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.
- 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
- 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., 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.
- 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
Other
- 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)
Research
Over the years I have undertaken a wide range of research projects on various aspects of education and inequality. These include evaluations for a range of policy-makers (Welsh Government, Scottish Executive, UK Cabinet Office), voluntary sector associations (Shelter, Field Studies Council) and the UK Research Council (ESRC).
I am currently involved in two major ESRC programmes of research. As part of the WISERD Civil Society Centre, I am participating in two projects, one on children's rights and one on elites and patronage in civil society. I'm also a Co-Investigator on a collaborative ESRC award that explores school exclusions across the four jurisdications of the United Kingdom.
Teaching
Most of my work entails research, but I make contributions to the following courses:
- Doctoral courses on professionalism and work, education policy and social contexts of education.
- Masters courses in education policy and education research.
Biography
Prior to joining the School of Social Sciences, Cardiff University, in 2004 as a Professorial Fellow, I was based at the UCL Intitute of Education, where I was Head of the School of Educational Foundations and Policy Studies and Director of the Education Policy Research Unit. Before that, I worked at the Universities of Bristol, Warwick and the West of England.
Professional memberships
- Academy of Social Sciences
- British Educational Research Assocation
- British Sociological Association
- Society for Longitudinal and Lifecourse Studies
- Society for Educational Studies
Academic positions
- Head of the School of Educational Foundations and Policy Studies, Institute of Education, University of London (until 2004)
- Lecturer, Graduate School of Education, University of Bristol
- Research Officer, School of Education, University of Warwick
Contact Details
PowerS3@cardiff.ac.uk
+44 29208 74738
sbarc|spark, Room Room 3.40, Maindy Road, Cathays, Cardiff, CF24 4HQ
+44 29208 74738
sbarc|spark, Room Room 3.40, Maindy Road, Cathays, Cardiff, CF24 4HQ
