This paper presents different theoretical perspectives which are the basis of educational research on the role that everyday popular culture practices can play in building inclusive learning environments within diverse educational contexts. The paper will suggest how these perspectives aim to promote the researches and interventions starting from the strengths of all the learners that we meet in a learning environment, both formal and non-formal. On the contrary, an inclusive non-culturalistic approach should focus on everyday communities of practice in which different components of the population participate.
