In Becoming Reflexive: Implications for Education

  • Yusef WaghidEmail author
  • Chikumbutso Herbert Manthalu
  • Judith Terblanche
  • Faiq Waghid
  • Zayd Waghid


In this chapter, we draw on the seminal thoughts of David T. Hansen who takes a different look at cosmopolitanism and makes a cogent case for the notion of a reflexive openness to the self and what is known to the self. Put differently, cosmopolitanism as pursuing a reflexive openness to the self implies that one has to be open and reflexive towards that which is known to one—a matter of performing self-introspection and self-criticism. Only then the possibility exists for one to be open and critical to that which is known to one. Hansen further makes the case that cosmopolitanism is also about enhancing a reflexive openness to that which is still in becoming—an idea that undermines any thought that cosmopolitanism can be completely known. Drawing on Hansen’s reflexive idea of cosmopolitanism, we argue why and how higher educational encounters can become self-reflexive and open to that which remains in becoming. We then analyse how pedagogical encounters manifesting with such an open and reflexive cosmopolitanism can guide education differently.


Cosmopolitanism Reflexive openness Self Self-criticism Becoming Educational encounters Pedagogical encounters Education 


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Copyright information

© The Author(s) 2020

Authors and Affiliations

  • Yusef Waghid
    • 1
    Email author
  • Chikumbutso Herbert Manthalu
    • 2
  • Judith Terblanche
    • 3
  • Faiq Waghid
    • 4
  • Zayd Waghid
    • 5
  1. 1.Stellenbosch UniversityStellenboschSouth Africa
  2. 2.School of EducationUniversity of MalawiZombaMalawi
  3. 3.Department of AccountingUniversity of the Western CapeBellvilleSouth Africa
  4. 4.Centre for Innovative Learning TechnologyCape Peninsula University of TechnologyCape TownSouth Africa
  5. 5.Faculty of EducationCape Peninsula University of TechnologyMowbraySouth Africa

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