This knowledge overview consists of research surrounding digitalisation in pedagogics, visual culture learning communities and the correlation between these two subjects. Intercultural pedagogics often refers to including pupils’ ethnical cultural diversity as grounds for creating a discourse surrounding equality and inclusion in the classroom. However, we hypothesise implementing an intercultural view on pedagogics, where the culture is one based on teenagers’ digital presence. This could let teachers provide a learning environment that strengthens pupils’ engagement and assures inclusivity, without running the risk of labeling them ethnically. Throughout this assessment we have found research linked to the use of pop-culture and improved teaching environments, teenagers' visual identities and their sub-cultures, and an underrepresentation in the use of digital media as a proper teaching tool. Results show that a vast number of teachers misunderstand how digitalisation can be properly implemented in the classroom, and educational environments that manage to implement children’s and teenagers’ personal interests and digital identities greatly increase learning possibilities and student engagement.

This study discusses the relevance of intercultural pedagogy in an increasingly digital and multicultural world. By exploring the intersection between intercultural pedagogy and youths’ visual culture the study aims to lay the groundwork for a pedagogical development in the field of culturally relevant pedagogy. The study brings light to the cognitive and motivational potential a pupil-oriented pedagogy has. The study also discusses limitations of intercultural and culturally relevant pedagogy, including the risks of ignoring ethnically diverse classrooms’ transcultural identities. Through the use of qualitative interviews with visual art teachers, in addition to an analysis of existing research dating back to the coining of culturally relevant pedagogy, this study examines how visual art teachers implement students’ visual cultures in the classroom and how this can be further developed into an inclusive and relevant pedagogical practice. / Denna studie diskuterar interkulturell pedagogiks relevans i en alltmer digital och mångkulturell värld. Genom att utforska intersektionen mellan interkulturell pedagogik och ungdomars visuella kultur syftar studien till att lägga grunden för en pedagogisk utveckling inom området kulturellt relevant pedagogik. Studien belyser den kognitiva och motiverande potential en elevorienterad pedagogik har. Studien diskuterar också begränsningar av interkulturell och kulturellt relevant pedagogik, inklusive riskerna med att ignorera mångkulturella klassrums transkulturella identiteter. Genom kvalitativa intervjuer med bildlärare, i samband med analys av befintlig forskning som går tillbaka till myntandet av kulturellt relevant pedagogik, undersöker denna studie hur bildlärare implementerar elevers visuella kulturer i klassrummet och hur detta kan vidareutvecklas till en inkluderande och relevant pedagogisk praktik.