For universities to seriously take into account diversity, there is no simple answer. However, the connection between policies and their implementation is key. Higher education, as a political idea and its institutions, must be understood as part of both the local society and as part of a global society. Hence a need for relative and temporary distinctions and contextualization to find a path forward when diversity is discussed at higher education institutions. Questions such as: what meanings does diversity have here; what is the goal with our activities when working with diversity; why do we engage; how do we do it; how does these distinctions relate to the larger society; and which valuations do they bring? should be important in such work. In this contribution, I will discuss these things and take examples from previous experiences of teaching about diversity and education, and from leading a project about teacher education and internationalization. From my teaching experience, these kinds of questions are always engaging but often difficult for students to cope with. On the other hand, internationalization policy often contains clear parts where diversity is highlighted, but when it comes to actual implementation, policy often fall short.