Introduction

The range of theoretical approaches, techniques, and methodologies applied in research on learning and instruction is constantly enriched, generating a diverse and continuously evolving research environment. Conceptual and methodological diversity and developments that can bring about new ways of theorising and of using theory and methods to examine learning and education are essential for the field’s advancement. Bagga-Gupta’s contribution discusses alternatives to current hegemonic North/Euro-centric theorising in research on communication, diversity, and culture in learning and education. Complementarity should be considered both in terms of potential combinations of concepts as well as methods drawn from different traditions as resources to promote theoretical and methodological development. It is also salient in the acknowledgement of the fact that each theoretical–methodological approach offers a unique perspective on education and learning, rendering visible the relevant dimensions of education and learning that may remain invisible when other approaches are adopted.