We explore the “question of context” as a discursive practice in adult learning literature to reveal how the act of identifying learning contexts within complementary (and at times confusing) discourses of adult learning affects our means to understand and organize learning. We specifically focus on the way cognitive and situated conceptualizations of learning are utilized, challenged, and reconfigured in social and in/nonformal learning discourses to give meaning to the relationship between context and learning. We conclude with implications for rethinking the “static” understanding of context in adult education research and practice to expand our contemporary views of learning-in-context
