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Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/19494
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dc.contributor.authorWilliamson, Benen_UK
dc.contributor.editorFenwick, Ten_UK
dc.contributor.editorMangez, Een_UK
dc.contributor.editorOzga, Jen_UK
dc.date.accessioned2016-10-29T04:32:36Z-
dc.date.available2016-10-29T04:32:36Z-
dc.date.issued2014-01en_UK
dc.identifier.urihttp://hdl.handle.net/1893/19494-
dc.description.abstractThe governance of education is increasingly intertwined with database technologies.This chapter examines the emergence of the ‘public policy lab’ as a new actor ineducational governance with governing expertise in data technologies and techniques. Drawing on a study of the think tank Demos, the social enterprise the Innovation Unit, and Nesta (the National Endowment for Science, Technology and the Arts) in England, the chapter shows how these organizations promote themselves as intermediary governing experts. Utilising new software technologies, they exercise the capacity to diagnose the problems of contemporary schooling, and to activate the competencies of learners as governing resources to solve those problems.en_UK
dc.language.isoenen_UK
dc.publisherRoutledgeen_UK
dc.relationWilliamson B (2014) New governing experts in education: Self-learning software, policy labs and transactional pedagogies. In: Fenwick T, Mangez E & Ozga J (eds.) World Yearbook of Education 2014: Governing Knowledge: Comparison, knowledge-based technologies and expertise in the regulation of education. World Yearbook of Education, 2014. London: Routledge, pp. 218-231. http://routledge-ny.com/books/details/9780415828734/en_UK
dc.relation.ispartofseriesWorld Yearbook of Education, 2014en_UK
dc.rightsThis item has been embargoed for a period. During the embargo 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. Published in World Yearbook of Education 2014: Governing Knowledge: Comparison, Knowledge-Based Technologies and Expertise in the Regulation of Education by Taylor & Francis. This is an electronic version of a book chapter published in World Yearbook of Education 2014: Governing Knowledge: Comparison, Knowledge-Based Technologies and Expertise in the Regulation of Education, 2014, pp. 218-231. World Yearbook of Education 2014: Governing Knowledge: Comparison, Knowledge-Based Technologies and Expertise in the Regulation of Education can be found online at: http://www.routledge.com/books/details/9780415828734/en_UK
dc.subjectgovernanceen_UK
dc.subjectpolicy labsen_UK
dc.subjectintermediariesen_UK
dc.subjecteducation policyen_UK
dc.subjectalgorithmsen_UK
dc.subjectbig dataen_UK
dc.subjectsoftwareen_UK
dc.titleNew governing experts in education: Self-learning software, policy labs and transactional pedagogiesen_UK
dc.typePart of book or chapter of booken_UK
dc.rights.embargodate2015-09-01en_UK
dc.rights.embargoreason[WilliamsonB_New Governing Experts in Education_2014.pdf] Publisher requires embargo of 18 months after formal publication.en_UK
dc.citation.spage218en_UK
dc.citation.epage231en_UK
dc.citation.publicationstatusPublisheden_UK
dc.type.statusAM - Accepted Manuscripten_UK
dc.contributor.funderEconomic and Social Research Councilen_UK
dc.identifier.urlhttp://routledge-ny.com/books/details/9780415828734/en_UK
dc.author.emailben.williamson@stir.ac.uken_UK
dc.citation.btitleWorld Yearbook of Education 2014: Governing Knowledge: Comparison, knowledge-based technologies and expertise in the regulation of educationen_UK
dc.citation.isbn978-0-415-82873-4en_UK
dc.publisher.addressLondonen_UK
dc.contributor.affiliationInitial Teacher Education - LEGACYen_UK
dc.identifier.wtid642867en_UK
dc.contributor.orcid0000-0001-9356-3213en_UK
dcterms.dateAccepted2014-01-31en_UK
dc.date.filedepositdate2014-03-13en_UK
dc.relation.funderprojectCode Acts in Education: Learning through code, learning to codeen_UK
dc.relation.funderrefES/L001160/1en_UK
dc.subject.tagEducation Policyen_UK
dc.subject.tagGovernanceen_UK
dc.subject.tagElectronic Public Servicesen_UK
rioxxterms.typeBook chapteren_UK
rioxxterms.versionAMen_UK
local.rioxx.authorWilliamson, Ben|0000-0001-9356-3213en_UK
local.rioxx.projectES/L001160/1|Economic and Social Research Council|http://dx.doi.org/10.13039/501100000269en_UK
local.rioxx.contributorFenwick, T|en_UK
local.rioxx.contributorMangez, E|en_UK
local.rioxx.contributorOzga, J|en_UK
local.rioxx.freetoreaddate2015-09-01en_UK
local.rioxx.licencehttp://www.rioxx.net/licenses/under-embargo-all-rights-reserved||2015-08-31en_UK
local.rioxx.licencehttp://www.rioxx.net/licenses/all-rights-reserved|2015-09-01|en_UK
local.rioxx.filenameWilliamsonB_New Governing Experts in Education_2014.pdfen_UK
local.rioxx.filecount1en_UK
local.rioxx.source978-0-415-82873-4en_UK
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