This article outlines, critiques, and revises Griff Foley's analytical framework for the study of informal learning in social action. This reformulation is prompted by the author's own research on young women's experiences and learning in social struggle, and by the need to take into account the interdependence of systems of domination underlying their actions. She draws on anticapitalist and antiracist feminist theory to integrate an analysis of White supremacy and patriarchy within a Marxist political economy. This article helps to reconceptualize the study of learning in social movements so that it may contend with the complexity of society, social struggles, and the contexts in which learning takes place. (Contains 2 notes.)