As such, the ﬁ eld is concerned with relations among people, and between people and the practices in which they participate. We study the varied forms of practice and knowledge that shape and support human participation across environments and over time. When we look more closely, we discover that wherever we ﬁ nd social relations, variability of experience and practice, or evaluation of knowledge and learning, we also ﬁ nd dynamics of power. The learning sciences, therefore, must necessarily centre conceptions of equity, diverse experience, and the dynamics of power and privilege expressed in and through learning environments. Yet, the learning sciences possesses limited theoretical underpinnings that make the relationship between power and learning visible, even as the ﬁ eld strives to speak across both a situated, sociocultural tradition and a more individualistic psychological tradition.