I try here to approach the issues of diversity based on three concrete examples, provided by Kruchen/Linguiri (2017), which show the difficulties of tutoring when ignoring the danger of discrimination. More precisely I argue for a situationally determined tutoring, which can accommodate a broad horizon of discriminatory contexts. In doing this I shall resort to philosophy in order to get at the root of possible discrimination and starting from there work on the structure of communication, as to avoid discrimination. More precisely I will rely on the theory of "situatedness" postulated by Henrich Rombach (1987, 1988, 1994). Building on this I shall show that individuals are situationally determined and that through these determinations their identity is constituted. At the same time, the situations themselves become situations only as they stand in relation to a certain subject. Thus, a co-creative game emerges in situated relations. This paper shall thus argue, 1) that all tutoring sessions are situationally determined; 2) that the main situation of a session is constituted by the text in question; 3) that the textual situation is related to all situations that otherwise determine the two subjects involved in the tutoring process; 4) that through the text, every other determining situation can be addressed without the danger of discrimination.