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Abstract

The paper begins by outlining a brief history of Digital Britain, subsequently it describes the most important theoretical notions on which the discourse is founded. The article provides an analysis of key sections of the Digital Britain publications using Critical Discourse Analysis. It details the key social actors involved in the consultation and their impact on the final report and concludes by detailing the repercussions the findings might have on future policy making in this area. This article argues that education is a bystander in the Digital Britain agenda. The paper demonstrates that educational institutions had no meaningful input into the Digital Britain consultation and that the role of education is significantly diminished by the time the final report, so much so that the Digital Britain implementation plan makes no reference to education.

Available Versions of this Item

• Digital Britain: Education for Education’s Sake’. (deposited 24 May 2010 19:20)
  • Digital Britain: Education for Education’s Sake’. (deposited 28 Oct 2010 09:42) [Currently Displayed]