Cultural relativism: Cultural relativists accept that all cultures and cultural perspectives are valued and equal.

Intercultural education: The aim of intercultural education is to create a common space based on mutual understanding and recognition of similarities through dialogue.

Culture as authorship: Culture as authorship is central to intercultural education. It means that every person authors or creates culture, rather than just consuming culture (Matusov & Marjanovic-Shane 2016). In the context of the classroom, this means making a “third space” where teacher and students can engage in dialogues and resolve tensions between the official, dominant culture of the school and the students’ own cultures (particularly minority cultures). This process may be unpredictable.

Cultural brokers: Cultural brokers are members of a cultural community who join the teaching team to draw out the knowledges of the children, interpret the meaning of familial practices to other members of the school community, and enhance connections between home and the school.

Culture as critical dialogue: Culture as critical dialogue allows for individuals to try out ideas, beliefs, values, worldviews, perspectives, opinions and so forth (Matusov & Marjanovic-Shane 2016). When teachers allow for such critical dialogue, students are able to reflect on their own experiences and deconstruct ideas.