Based on the reality that cultures often do collide, especially in classroom learning spaces, we have engaged with the theoretical, conceptual, and empirical literature regarding diversity, equity, and inclusion in teaching/learning spaces, particularly from the perspective of our expertise around multilingualism and multiculturalism. In this contribution, we identify five orientations that we believe are necessary conditions for creating a positive climate for diversity in teaching/learning spaces. These orientations are Openness (teaching/learning that embraces multiple knowledges with grace), Interconnectedness (humanizing teaching/learning that produces belonging), Agency (teaching/learning grounded in self-determination), Curiosity (teaching/learning for growth through exploration and inquiry), and Creativity (teaching/learning that generates possibility and transformation). By operationalizing these orientations, we provide a heuristic for educator and educational stakeholder reflection, action, and praxis (Freire 1994) and argue for their value in these (post-)pandemic times for intercultural learning, diversity, and equity.