Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/27285
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dc.contributor.authorWilliamson, Benen_UK
dc.contributor.authorBergviken Rensfeldt, Annikaen_UK
dc.contributor.authorPlayer-Koro, Catarinaen_UK
dc.contributor.authorSelwyn, Neilen_UK
dc.date.accessioned2018-05-28T11:35:59Z-
dc.date.available2018-05-28T11:35:59Z-
dc.date.issued2019en_UK
dc.identifier.urihttp://hdl.handle.net/1893/27285-
dc.description.abstractEducation policy increasingly takes place across borders and sectors, involving a variety of both human and nonhuman actors. This comparative policy paper traces the 'policy mobilities,' 'fast policy' processes and distributed 'policy assemblages' that have led to the introduction of new computer programming practices into schools and curricula in England, Sweden and Australia. Across the three contexts, government advisors and ministers, venture capital firms, think tanks and philanthropic foundations, non-profit organizations and commercial companies alike have promoted computer programming in schools according to a variety of purposes, aspirations, and commitments. This paper maps and traces the evolution of the organizational networks in each country in order to provide a comparative analysis of computing in schools as an exemplar of accelerated, transnationalizing policy mobility. The analysis demonstrates how computing in schools policy has been assembled through considerable effort to create alignments between diverse actors, the production and circulation of material objects, significant cross-border movement of ideas, people and devices, and the creation of strategic partnerships between government centres and commercial vendors. Computing in schools exemplifies how modern education policy and governance is accomplished through sprawling assemblages of actors, events, materials, money and technologies that move across social, governmental and geographical boundaries.en_UK
dc.language.isoenen_UK
dc.publisherInforma UK Limiteden_UK
dc.relationWilliamson B, Bergviken Rensfeldt A, Player-Koro C & Selwyn N (2019) Education recoded: policy mobilities in the international 'learning to code' agenda. Journal of Education Policy, 34 (5), pp. 705-725. https://doi.org/10.1080/02680939.2018.1476735en_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. This is an Accepted Manuscript of an article published by Taylor & Francis Group in Journal of Education Policy on 21 May 2018, available online: http://www.tandfonline.com/10.1080/02680939.2018.1476735en_UK
dc.subjectCodeen_UK
dc.subjectcomputingen_UK
dc.subjectcurriculumen_UK
dc.subjectfast policyen_UK
dc.subjectpolicy mobilitiesen_UK
dc.subjectprogrammingen_UK
dc.titleEducation recoded: policy mobilities in the international 'learning to code' agendaen_UK
dc.typeJournal Articleen_UK
dc.rights.embargodate2019-11-22en_UK
dc.rights.embargoreason[WilliamsonB et al_Education recoded_Postprint_2018.pdf] Publisher requires embargo of 18 months after formal publication.en_UK
dc.identifier.doi10.1080/02680939.2018.1476735en_UK
dc.citation.jtitleJournal of Education Policyen_UK
dc.citation.issn1464-5106en_UK
dc.citation.issn0268-0939en_UK
dc.citation.volume34en_UK
dc.citation.issue5en_UK
dc.citation.spage705en_UK
dc.citation.epage725en_UK
dc.citation.publicationstatusPublisheden_UK
dc.citation.peerreviewedRefereeden_UK
dc.type.statusAM - Accepted Manuscripten_UK
dc.author.emailben.williamson@stir.ac.uken_UK
dc.citation.date21/05/2018en_UK
dc.contributor.affiliationEducationen_UK
dc.contributor.affiliationUniversity of Gothenburgen_UK
dc.contributor.affiliationUniversity of Gothenburgen_UK
dc.contributor.affiliationMonash Universityen_UK
dc.identifier.isiWOS:000475911600007en_UK
dc.identifier.scopusid2-s2.0-85047216257en_UK
dc.identifier.wtid904371en_UK
dc.contributor.orcid0000-0001-9356-3213en_UK
dc.contributor.orcid0000-0003-3936-2239en_UK
dc.contributor.orcid0000-0003-4178-4609en_UK
dc.contributor.orcid0000-0001-9489-2692en_UK
dc.date.accepted2018-05-09en_UK
dcterms.dateAccepted2018-05-09en_UK
dc.date.filedepositdate2018-05-28en_UK
rioxxterms.apcnot requireden_UK
rioxxterms.typeJournal Article/Reviewen_UK
rioxxterms.versionAMen_UK
local.rioxx.authorWilliamson, Ben|0000-0001-9356-3213en_UK
local.rioxx.authorBergviken Rensfeldt, Annika|0000-0003-3936-2239en_UK
local.rioxx.authorPlayer-Koro, Catarina|0000-0003-4178-4609en_UK
local.rioxx.authorSelwyn, Neil|0000-0001-9489-2692en_UK
local.rioxx.projectInternal Project|University of Stirling|https://isni.org/isni/0000000122484331en_UK
local.rioxx.freetoreaddate2019-11-22en_UK
local.rioxx.licencehttp://www.rioxx.net/licenses/under-embargo-all-rights-reserved||2019-11-21en_UK
local.rioxx.licencehttp://www.rioxx.net/licenses/all-rights-reserved|2019-11-22|en_UK
local.rioxx.filenameWilliamsonB et al_Education recoded_Postprint_2018.pdfen_UK
local.rioxx.filecount1en_UK
local.rioxx.source1464-5106en_UK
Appears in Collections:Faculty of Social Sciences Journal Articles

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