While struggling to write a paper about how technology entrepreneurs came up as celebrities in our data, I’ve become fascinated by coding. Coding, or computer programming, is currently being pushed by a range of national and transnational bodies and corporations. The UK has declared 2014 The Year of Code and introduced coding into the primary and secondary school curriculum. In 2013, The European Commission set up an annual Europe Code Week with events across the continent. US-based code.org presents itself as a global campaign with its website proclaiming that it has led to over 1.5 billion lines of coding by students. Within these campaigns coding is presented as a vital skill both for individual and national competitiveness. However, while many, if not most, of the early programmers were female, computing has since become a male-dominated field. Indeed as research shows, media representations of technological workers, like those who work with science and mathematics, predominantly feature white, middle-class, geeky men. This raises questions about who has access to these powerful coding knowledges and who can identify with the technological futures invoked by these campaigns and initiatives. In this blogpost I begin the task of addressing these questions by identifying a key tension in the calls to coding: coding as a challenging and elite skill vs coding as easy and accessible to all.
Posts Tagged ‘coding’
Data analysis is a crucial part of any research project yet it is notoriously difficult to describe. In many research papers it’s glossed with a phrase like ‘we analysed the data thematically using the software package NVivo’. In this post, Heather unpacks some of the processes and dilemmas that lie behind this phrase.