The policy rebirth of ‘learning to code’ in UK, Sweden & Australia

Neil Selwyn has a new article published in the Journal of Educational Policy titled “Education recoded: policy mobilities in the international ‘learning to code’ agenda“. The article is co-authored with Ben Williamson (Stirling University) and Annika Rensfeldt and Caterina Player-Koro (University of Gothenburg). This paper examines the ‘fast policy’ processes unpinning the recent push for ‘coding in schools’ across England, Sweden and Australia. It argues that these different countries’ interest in learning to code reflects the way that modern policy ‘ideas’ now emerge from sprawling assemblages of actors, events, materials, money and technologies that move across social, governmental and geographical boundaries.