The notion of essentialised racial difference was a keystone of apartheid education which served to cement white supremacy in South Africa. More recently there is a need for socially-just education that requires a robust analytical orientation in interrogating power, privilege and difference. Therefore this article engages the following questions: What are the philosophical, epistemological and pedagogical underpinnings of diversity in education in South Africa?; and What is the possible role of diversity literacy in fostering an active and participatory citizenship in the years ahead? We engage conceptually with the understanding of diversity in education in South Africa, followed by the presentation of a framework--Critical Diversity Literacy (CDL)--and a series of curricular questions emerging from this framework that might be pedagogically useful when engaging issues of power, privilege and difference in teacher training. CDL potentially addresses the weaknesses in previous approaches to engaging with issues of diversity in education and offers grounded, contemporary, and authentic opportunities for decolonising classroom content and practice.