Many theoretical and empirical accounts of learning are not well suited to explain important dimensions of how, where, and why people learn. There is a growing recognition that in order to better understand variation and regularities in human learning and educational accomplishment as it relates to the increasing cultural diversity of society, educators need to further develop, promote, and synthesize theoretical and empirical accounts of learning that highlight developmental, ecological, and cultural dimensions of the process and outcomes. The life-long, life-wide, and life-deep framework provides a broad conceptual framework for accounting for how, where, and why people learn. There are powerful opportunities for promoting equity and social justice in education by understanding and leveraging temporal/developmental, spatial/contextual, and value-laden dimensions of learning in relation to coordinated ...