Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/17898
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dc.contributor.authorWilliamson, Ben-
dc.date.accessioned2016-08-27T00:21:13Z-
dc.date.issued2014-03-
dc.identifier.urihttp://hdl.handle.net/1893/17898-
dc.description.abstractThis article examines the participation of ‘third-sector’ organisations in public education in England. These organisations act as a cross-sectoral policy network made up of new kinds of policy experts: mediators and brokers with entrepreneurial careers in ideas. They have sought to make education reform thinkable, intelligible and practicable in terms of a computational discourse consisting of code, networks, interactivity and feedback, and related ideas of decentralisation, open methods and personalisation. What characterises this style of thinking is an ‘anti-political’ preoccupation with computer-coded systems and the idea of networks as a model for new political and educational forms.en_UK
dc.language.isoen-
dc.publisherTaylor and Francis-
dc.relationWilliamson B (2014) Mediating education policy: Making up the 'anti-politics' of third sector participation in public education, British Journal of Educational Studies, 62 (1), pp. 37-55.-
dc.rightsThe publisher does not allow this work to be made publicly available in this Repository. Please use the Request a Copy feature at the foot of the Repository record to request a copy directly from the author. You can only request a copy if you wish to use this work for your own research or private study.-
dc.subjectmediatorsen_UK
dc.subjectnetworksen_UK
dc.subjectnetwork governanceen_UK
dc.subjectpolicy networksen_UK
dc.subjectthink-tanksen_UK
dc.subjectthird sectoren_UK
dc.titleMediating education policy: Making up the 'anti-politics' of third sector participation in public educationen_UK
dc.typeJournal Articleen_UK
dc.rights.embargodate2999-12-31T00:00:00Z-
dc.rights.embargoreasonThe publisher does not allow this work to be made publicly available in this Repository therefore there is an embargo on the full text of the work.-
dc.identifier.doihttp://dx.doi.org/10.1080/00071005.2013.857386-
dc.citation.jtitleBritish Journal of Educational Studies-
dc.citation.issn0007-1005-
dc.citation.volume62-
dc.citation.issue1-
dc.citation.spage37-
dc.citation.epage55-
dc.citation.publicationstatusPublished-
dc.citation.peerreviewedRefereed-
dc.type.statusPublisher version (final published refereed version)-
dc.author.emailben.williamson@stir.ac.uk-
dc.citation.date10/12/2013-
dc.contributor.affiliationInitial Teacher Education-
dc.rights.embargoterms2999-12-31-
dc.rights.embargoliftdate2999-12-31-
dc.identifier.isi000335843600003-
Appears in Collections:Faculty of Social Sciences Journal Articles

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