Potential Abstract: This research article delves into the intersectional impacts of applying Marxist perspectives to the expansion of learning science within educational contexts. Drawing on critical theory and socio-political frameworks, the study examines how societal structures of power, privilege, and oppression intersect with the dissemination and implementation of learning science practices. By adopting an intersectional lens, this research aims to uncover the complexities and nuances that influence the accessibility, equity, and effectiveness of learning science initiatives. Through a synthesis of theoretical analysis and empirical evidence, the article explores how Marxist ideologies shape the understanding, adoption, and adaptation of learning science principles, particularly in relation to issues of class, race, gender, and other intersecting identities. Moreover, the study investigates the potential of incorporating critical perspectives to enhance the transformative potential of learning science in addressing systemic inequalities and promoting social justice in education. The findings of this research contribute to a deeper understanding of the multidimensional impacts of Marxist perspectives on the expansion of learning science, offering insights for educators, policymakers, and researchers seeking to advance inclusive and equitable educational practices.
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