The aim of this article is to offer introductory theoretical arguments in order to research the role that urban ludic spaces play in post-migrants' everyday processes of situated learning. I discuss how situated learning processes are embedded in everyday webs of relationships, with special reference to spatial construction of intersectionality within power laden spaces affecting the way in which communities of practice develop in urban areas. I draw on results from a previous research carried out in diverse neighbourhoods of central and north-east Italian cities as an example of the way in which public playgrounds could be laden by power and could in this way affect the opportunities to share everyday practices and to build up a community of practices in non-formal and informal learning environments. © 2015 Association for the Study of Modern Italy.

youth Migration situated learning urban environments ludic spaces

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