The purpose of this study is through a teacher perspective gain insight to the knowledge former Sodertorn teacher students possess of intercultural pedagogy and if they use it at work. The studies main perspective is the intercultural perspective, which has been the study's lead perspective. This study also made use out of a sociocultural perspective as it fits with the intercultural perspective and puts its mark in the study. This study has used interviews for data collection. Five former Sodertorn teacher students were interviewed, the interview participants work as teachers. These five teachers’ experiences and statements were the focus of this study, the teachers had to demonstrate their intercultural skills and how they use these skills in their classroom. The study showed that four out of five interviewed teachers use intercultural education, these teachers always try to find students development zones and prior knowledge. Intercultural pedagogy approach for example focuses on the students' culture, knowledge, belongings and background. The four out of five interview participants that use intercultural pedagogy hope that their students get a deeper understanding of people that possess a different culture, religion and background. The four out of five teachers use intercultural strategies and these strategies are considered applicable when it comes to intercultural perspective.

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La recherche qui est au centre de ce travail de thèse porte sur les opportunités d’apprentissage qui s’offrent à la personne à l’occasion de la rencontre avec d’autres cultures que la sienne. Elle se focalise plus spécifiquement sur l'observation d'une « communauté » virtuelle, également organisation internationale, consacrée au partage d'informations et de témoignages sur le Web et les réseaux sociaux. Cette communauté, appelée Global Voices, est une organisation de médias qui se divise en régions et langues. Elle compte plus de 800 participants. La plupart de ces participants sont des auteurs et des traducteurs bénévoles.Le cadre conceptuel de la recherche mobilise des théories de l’apprentissage, et notamment celles qui concernent les apprentissages par la participation dans les communautés, dans leurs dimensions interculturelles. Nous nous sommes appuyé également sur certains apports de la sociologie de la communication.Nous avons utilisé une approche monographique pour étudier la « communauté » et ses dynamiques de travail et de participation. Les résultats de cette recherche sont aussi le fruit d'une observation impliquée qui repose sur notre participation à plusieurs postes au sein de Global Voices sur une durée de six ans. L’analyse des données recueillies montre comment les interactions au sein de l’organisation, et les histoires et les témoignages qui se partagent sont aussi pour les membres de Global Voices des expériences d’apprentissage qui mobilisent des processus complexes d’ordre cognitif mais aussi affectif. / The research presented here deals with learning opportunities available to peoplewhen they encounter a different culture. The thesis focuses specifically on the observationof a virtual « community », also an international organization, devoted to share informationand personal accounts online through social media. This community, called Global Voicesis a media organization whose content and teams are divided in regions and languages. Thecommunity is made of over 800 participants, most of them volunteer authors and translators.The conceptual frame of the research uses theories of learning, specially thosedevoted to describe learning through participation in communities, and in an interculturaldimension. We have also searched support on the contributions coming from the Sociologyof Communication.The research uses a monographic approach to study the « community » and itsdynamics of work and participation. The results of the research are also the fruit of anengaged observation work supported by my own participation, a 6 year long participationthat included different roles and levels of engagement inside Global Voices.The analysis of the data show the ways in which interactions at the heart of theorganization, as well as the stories and testimonies shared through Global Voice’s work arealso learning for its learners. Finally, it is concluded that these learning experiences alsobring with them complex processes of a cognitive, but also affective order.