Situated Learning for Community Engagement: Chinese and Chinese Americans Transformative Action for Identity Reformation in the Context of the Politicalized COVID-19 Pandemic.

This qualitative case study focuses on the situated learning experiences of Chinese and Chinese American adults in the X Care Group, a self-organized community in a Southern U.S. town, as they responded to increased anti-Asian racism and xenophobia during the COVID-19 pandemic. The study reveals how members collectively reformed their identities, shifted from social invisibility to visibility, and engaged in community-based actions such as fundraising and volunteering to combat discrimination and support local needs. Utilizing situated learning theory and the concept of communities of practice, the research highlights how social engagement facilitated transformative learning, strengthened group identity, and motivated ongoing civic participation. The findings offer insights for adult educators, researchers, and policymakers on empowering marginalized communities through community-driven learning and social action during times of crisis.