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Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/17898
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dc.contributor.authorWilliamson, Benen_UK
dc.date.accessioned2016-08-27T00:21:13Z-
dc.date.available2016-08-27T00:21:13Zen_UK
dc.date.issued2014-03en_UK
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.isoenen_UK
dc.publisherTaylor and Francisen_UK
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. https://doi.org/10.1080/00071005.2013.857386en_UK
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.en_UK
dc.rights.urihttp://www.rioxx.net/licenses/under-embargo-all-rights-reserveden_UK
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.embargodate2999-12-11en_UK
dc.rights.embargoreason[BJES 2014.pdf] The 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.en_UK
dc.identifier.doi10.1080/00071005.2013.857386en_UK
dc.citation.jtitleBritish Journal of Educational Studiesen_UK
dc.citation.issn1467-8527en_UK
dc.citation.issn0007-1005en_UK
dc.citation.volume62en_UK
dc.citation.issue1en_UK
dc.citation.spage37en_UK
dc.citation.epage55en_UK
dc.citation.publicationstatusPublisheden_UK
dc.citation.peerreviewedRefereeden_UK
dc.type.statusVoR - Version of Recorden_UK
dc.author.emailben.williamson@stir.ac.uken_UK
dc.citation.date10/12/2013en_UK
dc.contributor.affiliationInitial Teacher Education - LEGACYen_UK
dc.identifier.isiWOS:000335843600003en_UK
dc.identifier.scopusid2-s2.0-84900004576en_UK
dc.identifier.wtid662345en_UK
dc.contributor.orcid0000-0001-9356-3213en_UK
dcterms.dateAccepted2013-12-10en_UK
dc.date.filedepositdate2013-12-13en_UK
rioxxterms.typeJournal Article/Reviewen_UK
rioxxterms.versionVoRen_UK
local.rioxx.authorWilliamson, Ben|0000-0001-9356-3213en_UK
local.rioxx.projectInternal Project|University of Stirling|https://isni.org/isni/0000000122484331en_UK
local.rioxx.freetoreaddate2999-12-11en_UK
local.rioxx.licencehttp://www.rioxx.net/licenses/under-embargo-all-rights-reserved||en_UK
local.rioxx.filenameBJES 2014.pdfen_UK
local.rioxx.filecount1en_UK
local.rioxx.source0007-1005en_UK
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