The term "inclusive excellence," made popular by the Association of American Colleges and Universities and adopted by many schools across the country is in some ways unfortunate, in that the concept of "including," arguably, assumes the priority and ongoing dominance of a given reality into which one may (or may not) be granted admission. Teachers' work in the university should be not merely inclusive, but more radically pluralistic and truly dialogical. Inclusion would seem initially to constitute an improvement over exclusion; however, it masks dominance--the power to grant or deny inclusion--and so is, in some ways, less honest than outright exclusion. In this article, Jeffrey Carlson, an associate provost for undergraduate education and dean of the Rosary College of Arts and Sciences at Dominican University, argues that the journey away from exclusion must move beyond mere inclusion and enact a more intrinsically pluralistic first principle for construing education itself--an epistemology of diversity that informs all educators say and do, in an educational trajectory that engages in authentic dialogue, lured by a radically open future.