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In this chapter, the authors explore the extent to which participants who engage in recognition of prior learning (RPL) undertake four levels of redefinition: (1) what learning is or can be; (2) what a learner is; (3) the learners' own learning experience; and (4) of themselves as a learner. The principles of symbolic interactionism, social identity and situated learning are summarised and applied to RPL, and the extent to which the proposed theories contribute to an understanding of the capacity of RPL to have a transformative effect on at least some of the participants in the process are explored.