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Education Outcomes and Poverty: A Reassessment

208–209). Interestingly enough is also the specific focus by Bechly on the role of artefacts as epistemic representations that reinforce or reshape task boundaries among professionals, or the attention by Bakker on the types of knowledge embedded in artefacts and needed by employees to make use of them, which sheds a different light on ‘techno-mathematical literacies at work’ (p. 257) that what generally assumed as somewhat independent from its context of use by the advocates for science, technology, engineering and mathematic learning. Yet, the book is not exempt from some weaknesses. Section two’s coverage is limited to analysis of disciplinary knowledge and learning in workplace practice, and draws primarily on empirical work carried out in the USA, Canada, the United Kingdom and Norway. While this is sensible, one could have hoped for more engagement with literature and analysis covering a broader geocultural spectrum, and more attention to the contribution of knowledge acquired in pleasure activities, voluntary work or everyday life for the use and development of knowledge in the workplace. Overall, one is left with the impression that the book debates and expands on the very conception of knowledge as an important sensemaking process enacted by the workers’ agency, under specific conditions, which convincingly pinpoints at the limits of the mainstream argument on the knowledge-based economy. However, the links to the broader lifelong learning debates in policy circles and the academia remains comparatively in the background. This is even more crucial when Livingston and Guile, in the conclusion, translate the main arguments of the book into a lesson to be learned for policy-makers. Here, they argue in favour of a reformulation of lifelong learning policies to better reflect the reality of people and societies, and highlight—among others—the urge to rethink learning ‘as the development of judgment’ (p. 357). In sum, one can easily agree with the editors’ claims (p. 350) that the book expands on the knowledgebased economy conception, yet is left with the impression that its counterpart, the lifelong learning conception, results as somewhat constrained by this book. Despite these critical remarks, the book remains a valuable reference for many to consult, including readership of this journal.