The literature on diversity in higher education has created a substantialfoundation for many of the contributions in this volume, but it also hassome important limitations. First, too often the existing literature framesstudent diversity as a challenge to be overcome for faculty teaching, ratherthan an opportunity to advance student learning. Second, much of theliterature drawn from the North American educational context uses “di-versity” as code for “race.” This literature is therefore often less holistic inits approach to inclusive pedagogy and curricular design that it could be.It makes sense that US-focused literature is highly attentive to the inter-sections of race, socio-economic status, and educational background thatare specific to the American context. However, the result is that lessonsdo not always travel well to other settings. Lastly, and most importantlyfor this volume, diversity and inclusion literature is often not very con-nected or attentive toAsia, a region where higher education institutionsand opportunities are expanding and diversifying in hugely exciting andimportant ways.