Recognising cultural capital through shared meaning-making in cross-cultural partnership practices

There are growing scholarly conversations about involving culturally and linguistically diverse students in learner-teacher partnership practices—practices that can pave pathways toward greater inclusion higher education. Theorising power identity through the lens of culture invites recognition differing ways knowing, being, doing shape interactions In this conceptual article, we offer a framework to further efforts redistributing intercultural praxis. Two vignettes drawing on lived experience being cross-cultural project employed reveal theory-practice possibilities. We argue careful, critical attention role plays relational work advances more responsive pedagogical collaborations so, praxis moves closer cultural capital redistribution for learners teachers engaging partnership.