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This article focuses on how a team of teachers at "Eden School," a Swedish primary school with a long-standing commitment to equity and inclusion, plan for inclusive mathematics teaching. Drawing on group discussions we apply the lens of epistemic justice to investigate how teachers' planning talk positions students as knowers, potential knowers, non-knowers. Rather than a technical exercise, planning emerges as a site where assumptions about knowledge, norms, and diversity become visible. We identify persistent tensions between teachers' expressed valuing of diversity and their normative expectations, such as language demands, textbook-led pacing, assessment regimes, and "what students should be able to do." These tensions sometimes render cultural, linguistic, and socio-economic differences invisible or deficit-framed, constraining students' epistemic agency despite teachers' care and equity ambitions. While teachers do enact adjustments (e.g., read-alouds, visual supports, multiplication tables), these often remain norm-referenced and bounded by system-level constraints (e.g., national tests), revealing how structures can override inclusive intentions. We argue that planning for inclusion requires treating diversity as integral, actively incorporating multiple epistemic perspectives rather than as optional accommodations. The study invites reconsideration of whether epistemic justice can be realized within standardized, competitive mathematics education, and what structural reimagining might be needed for all students to be recognized and to participate as legitimate knowers.