In this article, I propose an inclusive model of citizenship, drawing both on empirical data collected on "constructions" of citizenship in the English citizenship education policy process, and also developing certain themes raised in the politico-philosophical literature on citizenship. This model consists of two main components: the concept of "institutional" multiculturalism, constituted as process; and that citizenship education must redirect its emphasis to the citizen-state relationship, relative to the emphasis on the relationship between individuals and groups from different backgrounds and cultures, the predominant focus of "interculturalism" (Gundara, 2003; Kymlicka, 2003). Implications for policy and practice are considered. (Contains 4 notes.)