Abstract
In a knowledge economy, formal processes of education have long been equated with power. However, learners' lifelong and lifewide learning increasingly occurs within the context of transnational and distributed knowledge-as-power. This chapter engages with three sets of data in its exploration of how learning may be both personal and agentic. It calls upon data gathered in three research contexts: a research study into an Australian rural community's co-generation of knowledge and power through a grassroots community technology project; the experiences of two Saudi students at an Australian university; and a parent-run alternative school in a community's struggle for power within the independent school system in Australia.