‘Learning to code’ has become a major policy agenda in education policy in England. This paper provides a ‘policy network analysis’ tracing the governmental, business and civil society actors now operating in ‘policy networks’ to project learning to code into the reformed National Curriculum programmes of study for Computing.
It can be argued that learning to code is a kind of inculcation into new computational ways of interacting with the world, as channelled through the ‘rules’ of computer science and the disciplinary systems of thought associated with programmers. Such practices are intended to prepare them for a world in which computational thinking and coding practices are seen as potential solutions to all of today’s political and economic problems, with Big Data as the source for those solutions and algorithmic procedures to operationalize them. Through learning to code, young people are being configured in the conduct of coders, with the skills and capacities to write the code to engineer,solve and ‘hack’ the future of the solutionist state.