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‪The paradigm of recognition and concern for student “diversity” is often presented as a possible counterweight or opposition to the growing utilitarianism of the performance school. Following a critical examination of this affirmation and paradigm, this article argues for the removal of the question and problem of recognition, on the one hand, from the issues of identity, identity claim or affirmation to make room for the question of creative action and the development of normativity, and, on the other hand, from issues of authenticity, liberation or self-realisation, in favour of the concept of individuation through trials. The concepts of normativity and individuation, borrowed from G. Canguilhem and G. Simondon, are therefore used to revisit –in the light of contemporary research and debates, focusing in particular on the relationship between recognition and redistribution, between the demand for social justice and will to be receptive to the diversity of students’ histories, backgrounds and lifestyles– the model of pedagogic rights as outlined by B. Bernstein, to which this dossier is devoted.‪