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Thesis

Does not compute: social dissonance in England's computing education policy

Abstract:

The new computing component of England’s National Curriculum was promoted as an effective and egalitarian way to provide young people with the skills, knowledge, and ways of thinking necessary to participate in an increasingly digitalised world, both as citizens and as potential tech entrepreneurs or computer scientists. What policymakers did not adequately account for was how state schools would interpret this new policy, the impact it might realistically have on young people’s relationsh...

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Institution:
University of Oxford
Division:
SSD
Department:
Oxford Internet Institute
Role:
Author

Contributors

Department:
Department of Education
Role:
Supervisor
Department:
Department of Education
Role:
Supervisor
Department:
Department of Education
Role:
Examiner
Department:
Swansea University
Role:
Examiner
Type of award:
DPhil
Level of award:
Doctoral
Awarding institution:
University of Oxford
Language:
English
Keywords:
Subjects:
UUID:
uuid:969d342d-8bb0-4021-9f34-c1a29cbfea98
Deposit date:
2019-02-19

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