Multicultural societies such as the UK typically claim to embrace a model of "participative", "inclusive" and "democratic" citizenship. In this article, I examine conceptions of participative citizenship, democracy and diversity and how they inter-relate in the citizenship education policymaking process in England. I illustrate that the dominant model of citizenship is "participatory", linked to the concept of democracy. However, "diversity" is not explicitly addressed within the participatory conception, nor in relation to democracy. I discuss some of the theoretical tensions between participation, democracy and diversity. Drawing on Young's (2000) concept of "deliberative democracy", I highlight two themes--the public-private sphere distinction, and "shared values" which are particularly pertinent in considering citizenship in ethnically and religiously diverse contexts. I conclude by proposing that citizenship education should focus on the "process" of inclusive communication and collective problem-solving, rather than a privileging of a substantive "common good" or "shared values". (Contains 5 notes.)