Recognition in a learning world—topics of global education

Abstract

Abstract This chapter focuses on the learning challenges of our globalized world, like increasing transculturality, digitality, glocalization, and inhomogeneity. A pedagogical focus on recognition can concern asymmetries of power. Looking at diversity, transculturality, and glocality, the topos of “learning world” implies promises, challenges, and risks, suggesting that learning per se could be installed as a universal remedy to solve global problems like discrimination and exploitation. We can ask which discourses determine learning processes, and we can try to problematize and transform these discourses with the aim of establishing an inclusive climate of recognition and respect in a not merely learning, but educative world, which is focused on critical reflection. Even in digital scenarios learning can be ambiguous and ambivalent, both suppressing and empowering. Learning to deal sensefully and responsibly with others, the other, and oneself is based on irritation, uncertainty, and conflict, which can enable us to (re)think our attitudes and positions. In an educative world the critical subject questions the modes, aims, and limits of learning in global contexts.