The following is a reflection on the clinical practice of consultation in the context of human diversity with particular attention to developing theories falling under the headings of "decolonization" and "multicontextuality". Related to descriptions of these theoretical perspectives, I make reference to the small yet promising literature of advocacy consultation as one methodology that can support action toward realizing progress in the application of theory. My perspective is necessarily limited to my experiences and understandings as (among other things) an educated woman raised White in the southern United States by children of the Depression Era. Given this limitation and because our collective discussion in these areas is new, I offer introduction to the terms "decolonization" and "multicontextuality" as potentially useful to ongoing development of consultation responsive to diversity in schools and communities.