In order to integrate into the host labour market, immigrants are often expected and indeed trained to minimize sociocultural differences. This paper problematizes the deficit/dismissive approach towards difference. It stresses instead that, in the context of globalization and immigration, encounters of difference have afforded a potentially productive and permeable space of living, learning, teaching, working and change vis-à-vis the hegemony of western-centric culture and practices. It then advances a distributed pedagogy of difference. The pedagogical proposals made include: 1) turning differences into strength based curriculum; 2) engaging differences to advance knowledge and practices; and 3) experimenting with sociocultural and sociomaterial power and order. Central to these pedagogical proposals is to mark differences as a space of learning and teaching for all, and a point of expansion for sociocultural and sociomaterial practices. This distributed pedagogy incorporates and extends the scholarship of critical pedagogies, and benefits from the practice-based ontology of learning.