What responsibilities do researchers of learning have in the wake of Trump's election and the proliferation of far-right, populist nationalism across the globe? In this essay, we seek to prompt and engage a dialogue about the political role and responsibilities of our field at this historical moment. First, we situate the social hierarchies that were most pronounced during this election within a longer history of U.S. policies and practices. We then examine the ostensible division between research on learning and the political contexts and consequences of learning. We argue for the need to address this false chasm and build on scholarship that has demonstrated the inextricable links among learning, power, and politics. We conclude by exploring how research on learning might more meaningfully engage with the political dimensions of learning through teaching, engaged research, publishing, professional forums, and service.