Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/23297
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dc.contributor.authorWilliamson, Benen_UK
dc.date.accessioned2018-05-12T10:56:52Z-
dc.date.available2018-05-12T10:56:52Z-
dc.date.issued2018en_UK
dc.identifier.urihttp://hdl.handle.net/1893/23297-
dc.description.abstractTechnology companies are investing billions of dollars in educational technology, but also creating their own alternative schools. This article traces the emergence of four prototypical ‘silicon startup schools’ as exemplars of a technocratic mode of corporatized education reform: IBM’s P-TECH, part of its Smarter Cities program; AltSchool, a chain of schools based on ‘makerspaces’ established by a former Google executive; Kahn Lab School, a new ‘experimental’ school launched by the founder of the online Kahn Academy; and XQ Super School Project, a ‘crowdsourcing’ project to redesign American high schools funded philanthropically by the wife of Steve Jobs of Apple. Startup schools are analysed as prototype educational institutions that originate in the culture, discourse and ideals of Silicon Valley venture capital and startup culture, and that are intended to relocate its practices to the whole social, technical, political and economic infrastructure of schooling. These new schools are being designed as scalable technical platforms; funded by commercial ‘venture philanthropy’ sources; and staffed and managed by executives and engineers from some of Silicon Valley’s most successful startups and web companies. Together, they constitute a powerful shared ‘algorithmic imaginary’ that seeks to ‘disrupt’ public schooling through the technocratic expertise of Silicon Valley venture philanthropists.en_UK
dc.language.isoenen_UK
dc.publisherTaylor and Francisen_UK
dc.relationWilliamson B (2018) Silicon startup schools: technocracy, algorithmic imaginaries and venture philanthropy in corporate education reform. Critical Studies in Education, 59 (2), pp. 218-263. https://doi.org/10.1080/17508487.2016.1186710en_UK
dc.rights© 2016 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.en_UK
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/en_UK
dc.subjectcorporatizationen_UK
dc.subjecteducational technologyen_UK
dc.subjectSilicon Valleyen_UK
dc.subjectsociotechnical imaginariesen_UK
dc.subjecttechnocracyen_UK
dc.subjectventure philanthropyen_UK
dc.titleSilicon startup schools: technocracy, algorithmic imaginaries and venture philanthropy in corporate education reformen_UK
dc.typeJournal Articleen_UK
dc.identifier.doi10.1080/17508487.2016.1186710en_UK
dc.citation.jtitleCritical Studies in Educationen_UK
dc.citation.issn1750-8495en_UK
dc.citation.issn1750-8487en_UK
dc.citation.volume59en_UK
dc.citation.issue2en_UK
dc.citation.spage218en_UK
dc.citation.epage236en_UK
dc.citation.publicationstatusPublisheden_UK
dc.citation.peerreviewedRefereeden_UK
dc.type.statusVoR - Version of Recorden_UK
dc.contributor.funderEconomic and Social Research Councilen_UK
dc.author.emailben.williamson@stir.ac.uken_UK
dc.citation.date24/05/2016en_UK
dc.contributor.affiliationEducationen_UK
dc.identifier.isiWOS:000430842100006en_UK
dc.identifier.scopusid2-s2.0-84969786268en_UK
dc.identifier.wtid885337en_UK
dc.contributor.orcid0000-0001-9356-3213en_UK
dc.date.accepted2016-05-03en_UK
dc.date.filedepositdate2016-06-06en_UK
dc.relation.funderprojectCode Acts in Education: Learning through code, learning to codeen_UK
dc.relation.funderrefES/L001160/1en_UK
Appears in Collections:Faculty of Social Sciences Journal Articles

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