Diaspora entails at least two cultural orientations. One trajectory links it to a place of origin—a historical homeland. The other connects it to the creation of hyphenated identities within the dominant society—the new home. Though not mutually exclusive, the two directions differ in their focus. The former centers attention on the “diaspora-historical homeland/Greece” relation, while the second on diasporas in the context of their adopted homes. Significantly, these two routes are not equally represented in the curricula of diaspora community schools—if they are included at all—and conversations about “heritage preservation.” The Greece-centered angle is privileged. This work intervenes in this imbalance, making a case for opening the education of the next generation to diasporic historical and cultural experiences. It proposes a revisionist position which builds primarily on Greek American and Greek Australian calls to value diasporic self-understanding and arts as vital contributors to the civic and cultural life of both the community and the home society. I refer to this vision as the “diaspora cultural/civic paradigm.” I deliberate on the agency of the next generation to shape diasporic futures in relation to this paradigm and explain the rationale for implementing it as cultural policy.