Abstract
This chapter deploys the author's recent experiences as a teacher aide (teaching assistant) at a large secondary school in an Australian regional city to elicit selected learnings about intercultural difference(s) as manifested in those experiences. These manifestations ranged from children whose learning difficulties deviated from the mainstream learning strategies to migrant and refugee children who did not speak or write the majority language comprehensively to children whose physical and/or emotional challenges differed from their peers. These examples of difference(s) are used to posit a conceptual relationship between specific forms of difference and particular approaches to teaching about interculturality, centred on the dynamic complexities of both difference and interculturality as reflected in the educational setting explored in the chapter. The chapter also examines identified implications and proposes three principles for teaching of these experiences of learning about intercultural difference(s).
