One consequence of the performance-based dominant discourses about global education during the last two decades has been a lack of research and understanding about the dynamic processes of learning as part of people’s lives. However, against the general trend of international actors like the OECD, international aid programs on ‘education for development’, 1 and national policy makers’ emphasis on institutional forms of education (Hogan, Sellar & Lingard 2016), there are a number of initiatives focusing more on the role of non-formal and informal ways of learning among young people (Sefton-Green 2013; Ito et al. 2013; Rogoff et al. 2016). These can be seen as alternative perspectives on the role of education and learning in our societies and they can inform us about different approaches to the life pathways of young people – not as individualized performances, but as broader collective and community-oriented participation.