An ethnographic perspective allows us to recognize how processes, social relations and everyday life practices and senses are configured in rural spaces, in their different scales and dimensions of analysis. We understand education in a broad sense, as those processes that take place in school but also in other aspects of everyday life (both school and non-school settings). This diversity of contexts configures different practices and meanings that generate learning experiences located in certain historical, political and social conditions. Recognizing the multiplicity and complexity of contexts of rurality along with global processes of social and environmental transformation, imply various considerations, for example socio-communal aspects. That is, the social relations that are configured in the rural world, in the midst of the presence of a multiplicity of subjects who, on a daily basis, produce, reproduce and transform their social life. In this process, learning experiences are shaped by local practices and knowledge that often remain invisible. The proposed question for this roundtable is:: how do structural, social, environmental and political conditions and changes influence and shape learning experiences in diverse rural spaces worldwide? We believe that understanding conflicts and power disputes is essential in understanding learning experiences in rural contexts. In the roundtable we will discuss the important role situated ethnographies play in bringing back critical perspectives, particularly at methodological and theoretical levels. In this sense, we start from the understanding of the politicization of educational processes and experiences subject to diverse tensions, specifically hose generated in disputes for strategic resources by different agents and social groups that give rise to various interests and conflicts that need to be addressed and understood.