Book Review 
 
LEARNING IN LANDSCAPES OF PRACTICE: BOUNDARIES, 
IDENTITY, AND KNOWLEDGEABILITY IN PRACTICE-BASED 
LEARNING 
 
edited by Etienne Wenger-Trayner, Mark Fenton-O'Creevy, Steven Hutchinson, 

Chris Kubiak, Beverly Wenger-Trayner 

 

I came to this book familiar with (but not wholly well-versed in) the work of Etienne 

Wenger and therefore curious about the developments in his previously proposed 

themes of communities of practice and social learning through this new multi-editor 

text. As a teacher educator and researcher in the field of professional learning the 

book offered an opportunity to extend my knowledge base and reflect on the 

conceptualisations of learning by other practitioners through their own and other's 

eyes.  It also felt like a genuine invitation into other lives and ideas.  The illustrative 

elements of the book provide windows into the worlds of teachers, social workers, 

academics, arts practitioners, leaders, health and medical practitioners, child-

minders, business-people and students amongst others. These are real examples, 

gathered by the authors through participant engagement in research and 

professional development structures.  

Without doubt the book fascinates. There is substantial space given to stories of 

learning in practice. Even without engaging at a theoretical level with the conceptual 

frameworks and lenses offered the stories create reflections on experience which are 



thought-provoking, evocative and illustrative. Their contexts and subjects are 

diverse. They focus on learners and those who create and manage learning 

opportunities. They include narratives which interrogate the relationships between 

individuals and systems. While sharp and interesting contrasts emerge in lives of 

learners, the stories have a common denominator in the central significance of 

learners' practices and the landscapes in which they are located. As would be 

expected the relationships between work and learning and the nature of practice that 

forges these relationships is explored.  Even the practices underpinning the writing 

of the book are reflected upon - offering the reader another layer of insight into an 

often opaque academic practice of combined and collected scholarship.  

The stories are framed in the theory building process underpinning the book. The 

metaphor of landscapes for contexts of practice is introduced, sustained and 

developed. As a former geography teacher I found this metaphor to be vibrant and 

intellectually engaging. The sense of movement or journeys across landscapes, the 

fact that landscapes themselves evolve and are influenced by local and more distant 

forces makes sense. Extending the construct to boundaries between landscapes 

builds the theory and allows the conceptualisation of boundary objects and 

brokering in practice-based learning to be explored. At times the reader may need to 

engage with a degree of imagination, reading between the lines to create meaning as 

the ideas come thick and fast. This depth and richness however offers huge potential 

for re-visiting the book. Taking ideas and relating them to one’s own cases of 

practice, framing and re-framing learning experiences, hurdles and destinations.  



The authors provide new means though which knowledge and knowledgeability 

can be conceptualised. While they offer stories the book is not whimsical or simply 

documentary.  It does not offer a theoretical certainty, these ideas remain in 

formation, other metaphors may in future be developed and the conditions and 

nature of contemporary work and practice will continue to evolve.  The book does 

however offer a genuine antidote to a conceptualisation of training, trainees and 

trainers which dominates so much of the discourse in the disciplines and fields 

illustrated in the chapters.  Through the patchwork of chapters the authors deal with 

complexity in a way that makes that complexity a compelling and alluring aspect of 

the landscape of practice which we inhabit and through which we learn.  It explores 

critical concepts in practice-based learning such as identity forming, accountability 

and the competing and sometimes conflicting voices in the landscape.  The book will 

resonate with readers interested in professional and practice-based learning, for 

those dealing with issues of learning through boundary crossing and participation in 

communities of practice.  It will engage new scholars and practitioners in this field as 

well as re-engage those of us who have been around this landscape a few times in 

the past.   

 

Dr Rachel Lofthouse, 

Head of Teacher Learning and Development, Newcastle University, UK.