In this chapter, we describe how a group of three Malagasy students and a professor from the Ecole Normale Supérieure (ENS) in Antsirabe, Madagascar, and three students and a professor from the University of Teacher Education of State of Vaud (HEP Vaud) undertook experiences of otherness in two schools in Antsirabe (Madagascar). Several themes attracted the group's attention: the status of the French language at school, the authority of teachers, pupil diversity, and descholarization. Our framework of analysis is that of double distantiation through experiences of otherness. We show how the astonishment of students and professors can lead to a better understanding of cultural aspects of the Other and of oneself in return. The methodology also leads to reflections on professional practice. We emphasize that it can be transferred to fields beyond that of teacher training