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This chapter uses a case study of learning in an informal context within a South African trade union to explore the role of culture in the process of knowledge transmission and learning in informal social contexts. Its aim is to contribute to the understanding of culturally diverse forms of knowledge and learning. The chapter is based primarily on the author's research into processes of learning and forms of pedagogy and knowledge within the non-formal, collective organisational context of a trade union, but also draws on the author's experience of educational work with trade unions and the training of community educators and development workers. It argues that knowledge and learning are shaped by history, local context and culture and that identifying the 'totemic' logic of this particular knowledge system is needed to fully appreciate its meaning and significance. Finally, the importance of these arguments in the implementation of recognition of prior learning (RPL) is examined.