The ongoing globalization leads to an increasing scattering of cultural groups into other cultural groups where they the latter continue to be affiliated with one another thereby forming diasporic identities. Diasporic identities emerge from a process of cultural bricolage that leads to cultural metissage and therefore hybridity and heterogeneity. To escape the hegemonies that arise from the ontology of the "same"--which, as I show, undergirds much of educational thought--I ground the notion of diaspora in the ontology of difference. Difference and heterogeneity are the norm, not something less than sameness and purity. This ontology allows framing bricolage, metissage, hybridity, and heterogeneity as "positive" concepts for theorizing the experiences of learning science and identity not only as a consequence of cross-national migrations--Mexicans in the US, Asians and Europeans in Canada, Africans in Europe--but also the experience of native speakers who, in science classrooms, find themselves (temporarily) at home away from home. My exemplary analyses show how the very fact of cultural and linguistic differences within themselves gives rise to the possibility of symbolic violence in science classrooms even to those whose ethos is or is closest to the one at the heart of science. [Abstract presented in both English and German.]