The purpose of this paper is to contribute to the elaboration of the transcultural perspective on arts education. My aim is to derive an agenda of transcultural education (aims) by the reflection on artworks, departing from `othering´ as pedagogical concept. In the recent decades, the digital revolution, the flow of capital, combined with waves of migration and with the establishment of powerful transnational communities - such as multinational companies, huge providers of social media, transfer business, etc. - has led to the rise of multiple and hybrid governance, practices and identities (cp. Kontopodis et al. 2017). Hereby, traditional structures of community and local government, for example law, neighborhoods, tax, housing, etc., erode; so for example, entire residential districts are empty as being bought up as yield object by foreign firms, neither subject to national law, nor contributing to neighborhood and taxes. These processes of society of erosion hardly discusses in governmental terms. When it comes to globalization, the focus of public media moreover lies foremost on everyday social interaction, for example in the area of pedagogy. There, the modes of communicating norms and values, the experience of familiarity and unfamiliarity, and social belonging and exclusion are grasped as being undergoing steady change. Culture thus does not anymore only refer to static structures, but it becomes increasingly fractured and contested, leading to diverse forms of heterogeneity and `othering´ (Spivak 1983; Eisenstadt 2000; Waldenfels 2011).

The term `othering´ has been introduced by Gayatri Spivak in 1985 for signifying the processes by which an imperial discourse produces its subject others. In my paper, I´ll apply this term moreover to the practices of the subordinated.