This article contributes a framework for analyzing learning as an expansive process in which persons come to partly transcend marginalization. Expansive learning is a kind of learning that partly transcends marginalization through changed participation and recognition by others of participants in their changed communities. This article draws on social practice approaches, such as Danish-German critical psychology and situated learning, which investigate learning in relation to dilemmas, power, interests, changing forms of production, and conflicts. Social practice theories stand in contrast to traditional learning theories in foregrounding social aspects of learning, as opposed to individual processes, and in the extent to which learning is situated within everyday practices (e.g., play, work), as opposed to imagining learning as a process isolated from the values, dilemmas, and practices that are part of everyday life. Following Lave (2008), this article also includes a critique of implicit assumptions of much work on situated learning that is based on the idea of newcomers becoming masters within a stable community of practice. Specifically, the author offers a critique of the tendencies to analyze communities of practice as closed, local entities, as well as the idea of situated learning as legitimate peripheral participation as inevitably moving toward full participation in a community. (Contains 1 figure and 1 note.)