The research and practice of consultation, by nature and definition, affect
people from across the range of human diversity. The emergent literature o
f cross-cultural consultation, including the contributions to this special
issue, offers valuable information for increasing the responsiveness of con
sultation in schools. As a first step toward this improvement, researchers
and practitioners must consider the limitations to strategies grounded excl
usively in perspectives of the dominant culture. The idea of strong objecti
vity, which guides the inclusion of perspectives most marginal to a school
or community system, offers one promising approach for initiating this inqu
iry.