Mobile learning is often described as ubiquitous, pervasive, accessible, and transparent. It has been seen as providing opportunities for those who could not previously cross existing digital divides-though it of course may create new ones. Yet, some work in the field lacks sufficient and appropriate grounding in theory to effectively address such needs. Theory determines what we observe, how we observe it, and what we deem valuable. Theory has power; it can affect how people live and how they view the world. In the case of mobile learning, it can affect how people access and interact with the world. In order to ensure adequate access to knowledge and resources, we must fight against uncritical, clichéd theory and against naïve or tacit theory, and consider the exploration of theoretical perspectives outside the dominant modernist Western-European perspectives and perhaps outside those of late-global capitalism. Research and practice needs to be grounded in well considered theoretical perspectives that take into account the local and the global; the overly represented and the excluded; the global South and the global North. In this paper, we argue for an ongoing and increasingly sensitive role for researchers and theoreticians as well as a reexamination of extant theories in mobile learning. [For the full proceedings, see ED557171.]