Review of Teresa Cerratto Pargman and Isa Jahnke (Eds.). (2019). Emergent Practices and Material Conditions in Learning
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Review of Teresa Cerratto Pargman and Isa Jahnke (Eds.). (2019). Emergent Practices and Material Conditions in Learning and Teaching with Technologies Cham: Springer. 278 pp. ISBN 9783030107635 (Hardcover) Ylva Lindberg 1 Accepted: 19 October 2020/ # Springer Nature Switzerland AG 2020
Keywords Practice theory . Digitalization . Technology . Teaching . Learning .
Compulsory school
Introduction: the Practice Turn Teresa Cerratto Pargman and Isa Jahnke’s anthology Emergent Practices and Material Conditions in Learning and Teaching with Technologies (2019) appears on the stage of educational research in a year when the field is confronted with a plethora of scholarly publications that focus on digitalization and ‘practices’. Cerratto Pargman and Jahnke’s work attempts to theoretically and empirically shed new light on how technologies intervene with, support, and transform educational practices and positionings inside and outside school settings, as well as in different subject areas and age groups. The broad perspective on how different categories of practices are socially elaborated in relation to specific technologies is valuable. The reason is that it offers possibilities to critically problematize uses and adoptions of digital tools in a range of educational situations, and different cultural and linguistic spaces. The opening part of the book introduces the reader to such a holistic bird’s-eye view on teaching and learning practices. These practices underscore the need for research that avoids a trap commonly delimiting educational research concerns to how one single tool can serve ‘a predefined learning or teaching purpose’ (Cerratto Pargman and Jahnke 2019: 5). Instead, the current volume’s ambition is to observe and explain practices that progressively unfold in analogue-digital learning and teaching contexts, where digital technologies are a substantial part of communication, knowledge transmission, and construction.
* Ylva Lindberg [email protected]
1
Jönköping University, Jönköping, Sweden
Postdigital Science and Education
A review of this rich contribution needs to be situated in the current momentum, where scholars from various educational perspectives engage with teaching and learning practices with technology. In this recent publication flow, the notion of ‘practice’ and/or ‘practices’ is framed from different points of view, without necessarily being the main focal point of the research endeavour. For example, in the case of the Danish research project ‘Designing for situated knowledge in a world of change’ (Bonderup et al. 2020), practices are focused as means for situating and transferring knowledges and skills in and between (digital) contexts. In the project’s book volume, knowledge in a world of change forms the centre of inquiry, while transformation and transfer of the same are closely related to designed practices with digital tools. Transformation, and the ‘taming of the [virtual] wild’ (Ortega 2019), reoccurs in the anthology Virtual Sites as Learning Spaces. Critical Issues on La
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