This chapter investigates the relationship between diversity and mobility in education. It explores the ambivalent relationship between this aspect of the internationalisation of education and the celebration of diversity. While becoming ‘educated’ is equated with travel and internationalised education in the Anglosphere for students travelling to other/othered places, there is a simultaneous scepticism towards the motivations of people migrating to Anglospheric nations in pursuit of education. Moreover, there is little acknowledgement of the difficulties faced by international students arriving from other contexts in understanding and adopting the new linguistic norms in relation to diversity. The chapter posits that, ironically, the language of diversity is one that only the privileged of the Anglosphere can speak. It argues that claims to diversity are a way of tidying away the complex challenges of representation, inclusion and belonging that internationalised education should embrace. This chapter draws on the author’s previous empirical study of refugees in higher education, which analyses how these young people discursively construct the benefits of education and the barriers they face to being accepted as legitimate students in an internationalised institution.