Resituating situated learning within racialized and colonial social relations

ABSTRACT This conceptual paper makes a theoretical intervention into situated learning and communities of practice theories, arguing that they must account for social relations of racialization and colonialism. I contend that the epistemologies and ontologies of a community of practice are embedded in social relations; therefore, neglecting power dynamics dilutes theorizations of learning, participation, resistance, and identity. I draw on vignettes from an environmentalist community of practice to demonstrate possible gaps in the ways situated learning theory is mobilized. I argue that the field of situated learning needs more robust tools to theorize the practices of both privilege and resistance to understand learning in multiracial, multigendered, settler-colonial communities of practice.