ROVING SCHOLAR REPORT SCHOOL YEAR 2019/20

Norway THE FIRST RESORT OF KINGS photos for this report provided by: Torran Anderson, Rebekah Buchanan, Grant Flatgard, Colin Irvine Kevin McGuiness, Andy Meyer, and Joelle Moen Design and Layout by: Kevin McGuiness 2 FULBRIGHT ROVING SCHOLAR REPORT grantees to return to the United States as soon as Every year the Fulbright Roving Scholar program possible. gives three experienced educators the opportunity to share their craft in Norway. The Roving Scholars The pandemic upended all aspects of daily life and (Rovers) travel all over the country to hold presen- caused widespread uncertainty everywhere about tations and workshops for secondary school stu- the immediate and longer-term future. Despite not dents, their teachers, and those who are studying to knowing whether schools would re-open, or what become teachers. Given its wide reach, both geo- their role as Rovers might be in this new situation, graphically and in terms of the number of people two of our Rovers concluded for other reasons that who attend sessions with the Rovers, this program their best option was to stay in Norway. They hoped remains unparalleled in the Fulbright world. that they might continue their school visits in some virtual capacity, and soon found that their dedica- In order to give and gain from the experience as tion to education in the face of adversity was ea- much as possible, Rovers must be excellent teach- gerly reciprocated by Norwegian teachers. Working ers and eager to engage with students they have closely with their counterparts they were able to not met before. The rigors and unforeseen chal- provide 27 days of online presentations, as well lenges of extensive travel and scheduling of school as four days of in-person workshops after schools visits require that they also be flexible, adaptable, reopened in mid-May. and resilient. Rovers therefore undergo the most thorough review process of all US applicants to The Fulbright office was encouraged by the com- Norway, which includes submission of a sample mitment to continued cultural exchange demon- teaching video and an online interview. strated by all three Rovers under extraordinarily trying circumstances. We have no doubt that they Roving Scholars are asked to offer workshops on have established lasting ties to Norwegian educa- American culture, society, or history that speak to tors that will be mutually beneficial in the years to students’ interests, align with national curricular come. aims, and give students a chance to practice their English. Within those parameters Rovers are given Ever thankful for our steadfast partners at the Nor- wide latitude to teach subject matter that reflects wegian Centre for Foreign Languages in Education, their individual specialties and interests. Statistics we are even more grateful this year as they actively on the workshops they were invited to give this year supported Rovers navigating a landscape that was show that contemporary US social and political new and challenging for everyone. issues continue to be very popular at both the lower and upper secondary level. A workshop about what We would also like to extend our appreciation to life is like for American youth was once again most Edvard Munch VGS for its contributions to the Rov- popular at the lower secondary level, and one con- er program. Once again Munch staff arranged ob- cerning media literacy was again the most request- servational classroom visits at the beginning of the ed topic at the upper secondary level. year, and for the second time organized and hosted a professional development day which allows the The COVID-19 pandemic was of course a formi- Rovers to better serve English teachers in the Oslo dable disruption to education at every level and area. in every country in the world, and posed special challenges for international educational programs Finally, we would like to thank the Norwegian like Fulbright. In Norway, the 2019-20 Rover pro- Directorate of Education and Training (UDIR) for gram proceeded as it normally would until March, the continued sponsorship that makes the Roving when concerns about the pandemic intensified and Scholar program possible. Though this 32nd year teachers began to cancel visits. In mid-March the was largely cut short, Rovers were able to hold Norwegian government ordered all schools, kin- sessions at 100 schools in all parts of the country. dergarten through university, to close, and six days We hope UDIR shares our pride in the program and later, the U.S. State Department suspended the the myriad benefits it brings to Norwegian students worldwide Fulbright program and urged American and educators. 3 Susan Clark has extensive experience as a secondary school special education teacher, a school administrator, and a school board member. She is currently a professor in the Department of Educational Foun- dations and Leadership at the University of Akron. Holding a PhD in Educational Administration from Kent State University and a Juris Doctor degree from the University of Akron, she works with teachers and school leaders, particularly in helping them to understand the rights that stu- dents, teachers, parents, and schools have under American law.

Anna Agbe-Davies is a historical archaeologist specializing in “the modern period” (ca. 1500 to the present) in North America. She earned a PhD in Anthropology from the University of Pennsylvania, and is now the Director of Undergraduate Studies in the Department of Anthropol- ogy and Curriculum in Archaeology at the University of North Carolina. With past and current experience from historic sites, Agbe-Davies likes to teach with primary sources from the place and period being studied, showing students how to discover new information for themselves and then how to place that discovery in the larger framework of existing knowledge and theories.

Heather Dodge is a teaching librarian with over 10 years of experience. She is currently the head librarian at Berkeley City College, where she has developed curriculum in information literacy, led the Teaching and Learning Center for faculty, and recently launched a certificate program in academic research skills. She holds a Master of Library and Informa- tion Sciences from Long Island University, and an MA in Experimental Humanities from New York University. Dodge’s approach to teaching includes engaging students in small group discussions, presenting thought- provoking primary sources (videos, photos, writing), and em- powering students to think of themselves as research scholars.

4 CITIES VISITED BY ROVERS IN 2019-20

Susan Clark Ungdomsskole Rover 39 Total Teaching Days

Anna Agbe-Davies VGS Level Rover 88 Total Teaching Days

Heather Dodge VGS Level Rover 109 Total Teaching Days

TOP 10 CITIES ANNA AGBE-DAVIES HEATHER DODGE SUSAN CLARK Oslo 11 Oslo 15 Oslo 8 Kristiansund 5 Stavanger 11 Arendal 3 Stavanger 5 Gran 5 Kolbjørnsvik 3 Bekkestua 4* Drammen 4 Tolvsrød 3 Bergen 4* Kristiansand 4 Hamar 2* Bodø 4* Lørenskog 4 Hammerfest 2* Narvik 4* Sauda 4 Kristiansund 2* Nyborg 4* Bergen 3* Kvål 2* Vadsø 4* Eleverum 3* Porsgrunn 2* Ålesund 4* Namsos 3* Steinsland 2* *Mulitple cities tied at this number of teaching days 5 TOP 5 COUNTIES ANNA AGBE-DAVIES HEATHER DODGE SUSAN CLARK Viken 18 Rogaland 20 Oslo 8

Oslo 11 Viken 20 Agder 6

Vestland 11 Innlandet 15 Innlandet 5

Nordland 10 Oslo 15 Vestfold & Telemark 5

Møre og Romsdal 9 Trøndelag 11 Møre og Romsdal 4

COUNTIES VISITED BY ROVERS IN 2019-20

Agder Innlandet Møre og Romsdal Nordland Oslo Rogaland Troms og Finnmark Trøndelag Vestfold og Telemark Vestland Viken

6 2019-20 HIGHLIGHTS AND NOTES students benefitted “greatly” from the visit. An additional 21% said that their students had TEACHERS PLEASED WITH ROVER PRO- benefitted somewhat. This overwhelming con- GRAM sensus about the value of a Rover visit was For more than a decade the Norwegian Center also reflected in responses to the qualitative for Foreign Languages in Education has host- question, “What suggestions do you have for ed a survey on its website to garner feedback improving the Roving Scholar program?” Many about the Rover program. After each school respondents either said they had no sugges- visit, often as part of a longer message with fol- tions because the program is good as it is, or low-up information and resources, Rovers ask expressed satisfaction by indicating that they the teachers who hosted them to complete the would like Rovers to be able to spend more survey. time at their schools.

Three of the 21 questions on the survey so- Oslo Teacher’s Seminar licit qualitative feedback. Responses to these For the third year in a row and hopefully now questions are shared with the Rovers over the as an established tradition, Edvard Munch VGS course of the year as this information can be and Fulbright Norway organized a professional useful for making tweaks for future visits. Quan- development day for upper secondary school titative feedback from the other 18 questions is English teachers. “Teaching America in the reviewed at the end of the year and provides 21st Century: Strategies and Techniques for additional information about who hosted Rov- the New Curriculum,” featured two workshops ers, what Rovers did at the schools, what the by each Rover in parallel sessions. With an motivations were for inviting a Rovers, and how eye towards skill outcomes in the new nation- beneficial the visits were. al English curriculum, the Rover workshops Despite the dramatic reduction of visits due to all focused on pedagogy. Subject matter the pandemic, 122 hosts completed the survey content was provided by two keynote speak- this year. Of these, 73% responded that their ers. Current US Fulbright scholar to Greece 7 Russell Frank, invited to Norway for the occa- work in this level of education, from teachers to sion through Fulbright Europe’s Intercountry policy makers. One of the chapters in the hand- Lecturing Program, opened the seminar with book is “Humanities-Forward Developments in a presentation on how to identify fake news. Norwegian Middle Grades English Education” Norwegian Fulbright alumna Hilde Restad ’03- by Jessica Allen Hanssen and Maja Henriette ’04 rounded out the day with a talk about the Jensvoll of Nord Universitet. US presidential election. 55 teachers from the greater Oslo region registered for the seminar. Sarah Anderson ’11-’12 ran into fellow Rover Seminar participation has increased every year alumn Andy Meyer ’15-’16 at the 2019 Norwe- and, in further testament to the value of this ini- gian Researchers and Teachers Association of tiative, several of those who attended indicated North America conference held at the Universi- that they already plan to come again next year. ty of North Dakota in October.

ROVING SCHOLAR ALUMNI ACTIVITY Heather Bandeen ’14-’15 was selected to serve as 2020-22 Fulbright Scholar Alumni Kathleen Godfrey ’08-’09 was named interim Ambassador. In this capacity she will work to associate dean of the Fresno State University make the worldwide scholar program more vis- School of Education and Human Development ible, with an aim of recruiting a larger and more starting in the fall of 2019. diverse pool of applicants.

In January 2020 the first group of students Using Zoom technology, Isaac Larrison ’11- traveled on an exchange program between ’12 and Nathalie Franssen of Bergeland VGS Augustana University and St. Paul gymnas, held a session on “The Use and Benefits of an initiative spearheaded by Colin Irvine ’10- Drama in Foreign Language Teaching” at the ’11. Twelve St. Paul students spent 3 weeks in 2019 West Virginia Teaching English as a Sec- South Dakota getting a taste of the US college ond Language conference. experience and exploring everyday life in this part of the US through activities such as a farm Andy Meyer ’15-‘16 published “Roving reflec- visit and going to a hockey game. tions on learning: What one Fulbright scholar learned from Norway” in the Sept. 26, 2019 edi- David Virtue ’10-’11 edited the International tion of The Norwegian American. Handbook of Middle Level Education Theory, Research, and Policy, a resource for all who 8 The 2017-18 Rovers Brianne Jaquette, Ruth Head at Hjalmar Johansen videregående skole Fairbanks, and Rachel Cohen published to his 7th grade classroom at Community Ac- “Roving Reflections: Three American Scholars, tion School, a public junior high in New York The Tenth Rule of Janteloven, and 392 First City. Sjøboden and Mundal briefly observed Days of Class,” in Transformations: the Journal Flatgard teaching before holding a 40 minute of Inclusive Scholarship and Pedagogy. question and answer session with students contrasting Norway and New York City. Shortly after returning to the US, Rebekah Bu- chanan ’18-’19 took the opportunity to share insights gained from her time in Norway. She published an op-ed entitled, “Dugnad & Jan- teloven” on the Tri States Public Radio website. She also gave two presentations on Norwegian prison schools and libraries: one at the Urba- na-Champaign Independent Media Center, and the other at the Illinois School of Information Sciences. She gave an additional talk on her Roving Scholar experiences at the Western Illi- nois University Department of English.

Grant Flatgard ’18-’19 welcomed Bente Sjøboden, Assistant Principal at Stridsklev un- gdomsskole and Morten Mundal, Department 9 SUSAN’S WORKSHOPS FOR UNGDOMSSKOLE BY THE NUMBERS

TOTAL PRESENTATIONS - 90 TOTAL TEACHING DAYS - 39 What Else Happens in School 29 Besides Academics? 15

Race Segregation in American 20 Schools 11 TOTAL TIMES How Silence Helped Students 9 PRESENTED Speak Out 5 TOTAL DAYS PRESENTED Sports in Public Schools 9 2

Immigration and the Right to a 8 Public Education 6

Religion and Cultural Conflict 5 5

Mobile Phones, Backpacks, and 4 Student Privacy in Public Schools 4

The ABCs of Problem Based 4 Learning 4

Creating Student Ownership of 2 Their Learning 2

10 SUSAN’S WORKSHOPS FOR UNGDOMSSKOLE STU- workshop will define religion, briefly review the history of DENTS religion in American society and how government must remain neutral toward religion, and examine how the di- How Silence Helped Students Speak Out versity of students’ religious beliefs has instigated cultural The freedom of speech is guaranteed by the US Con- clashes in schools over pressing social issues. Students stitution, but that right did not extend to the speech of will explore the constitutional constraints on religious in- students in public schools until they began to participate fluence in schools and will apply the concept of religious in the Civil Rights Movement. The context of civil unrest neutrality to scenarios in which students have been chal- and social change provides the backdrop for participants lenged for expressing their religious beliefs in school. to explore the stories of American students, ages 14-17, who were disciplined for their expressive activities and Mobile Phones, Backpacks, and Student Privacy in whose experiences created new rights and protections for Public Schools student voice in the school and classroom. Students will Mobile phones are often a person’s most frequently used develop an understanding of what constitutes “speech,” possession. Many students use their mobile devices to as they interact with one another to test the limits of what photograph their worlds, and to share their lives one an- constitutes student free speech in America. other through Twitter, Snapchat, Slack, Instagram and other apps. Mobile phones can also be a tool to bully and What Else Happens in School Besides Academics? harass others. Although Americans have the right to be Certainly, American students learn academics in school, free from unreasonable searches and seizures of their but what else do they do? This interactive workshop pres- property, there are instances in which their privacy rights ents an overview of a typical school day for 13-15 year have been compromised in order to prevent harm, such old students, but goes beyond instruction to the activities as cyberbullying. Students in this interactive workshop in which they engage during and after school, such as will learn about the US Constitution’s Fourth Amendment, athletics, clubs, student councils, sports, service activi- and will apply their knowledge to a variety of situations in ties, and more. which students were subject to searches of their mobile phones, backpacks, and bodies. Religion and Cultural Conflict The freedom to practice one’s religion is one of the key Race Segregation in American Schools principles that led to the establishment of the United Law in the American South required that children were to States and that freedom is embedded in its founding be segregated by race in schools. There were two sys- documents. Yet, the expression of one’s religious belief tems of education: one was for Caucasian students, the remains a contested societal matter, particularly in public other was for all students of color, e.g., Black, Asian, Na- schools where students from many ethnic and religious tive American, and others. These schools were deemed traditions learn together. Participants in this interactive separate but equal until the US Supreme Court held that 11 such segregation was inherently unequal and must be ized learning as student-centered, student-planned, and ended. Yet today, many schools look segregated because teacher-guided. This presentation uses lecture format a majority of minority students attend these schools. Are and, depending on your preference, can incorporate these schools re-segregated? Are they separate and un- small group discussions in which participants engage in equal?” This interactive workshop builds on the history goal-setting and planning for a personalized learning les- of race segregation in schools to challenge students to son. explore the nature of equality, and to propose practices to improve the educational experience for all students. Strategies for Working with Special Needs Students Students with special needs have a right to education Immigration and the Right to a Public Education and all education must be adapted to each pupil’s abilities American schools have a responsibility to educate all and aptitudes. Yet meeting the educational and emo- children, including those who do not speak English and tional needs of students with special needs may require those who have not entered the country legally. While modification of content or adjustments to academic re- their parents are subject to deportation for illegal entry, quirements so as to allow the students to access the cur- the children are entitled to a free public education. This riculum or to demonstrate their learning. This lecture will interactive workshop uses the context of schooling to provide participants with a variety of strategies and inter- explore the confusing social tensions over issues of legal ventions to use with students of all capabilities. The work- and illegal immigration and the rights of the child. shop can also be interactive with opportunities for par- ticipants to make collaborative decisions in small groups SUSAN’S WORKSHOPS FOR UNGDOMSSKOLE about appropriate interventions and teaching strategies TEACHERS AND TEACHERS-IN-TRAINING for students with a variety of disabilities.

The ABCs of Problem Based Learning Social-Emotional Teaching Problem Based Learning (PBL) uses the curriculum to Research on brain development shows that early child- engage students through the use of meaningful ques- hood experiences impact one’s physical, mental, emo- tioning to explore real-world problem solving or design tional, and overall well-being for success in academics, challenges. Students learn to work with other students to life, and career. This lecture informs teachers of the inquire about issues raised and to collaborate for learning ways in which adverse early childhood experiences can content, skills, and developing an answer or solution to manifest in schools. By recognizing the social-emotion- the problem in order to create high-quality products. PBL al needs of students, teachers will learn practices that sparks students’ increased motivation to learn because of help students regulate their emotions. Key social-emo- the real need to know, understand, and demonstrate what tional competencies will be reviewed, along with stan- they have learned. Teachers will leave this presentation dards-based curricula. Teachers will examine screening with PBL design ideas for their classrooms, tools for proj- tools to help them understand student behaviors that ect management, and strategies for assessment of stu- interfere with teaching and learning. dent work products. This workshop can be interactive or lecture, and can vary from one to three hours, depending Collective Efficacy and Student Achievement on your needs. There is a research-based connection between school cli- mate and school culture, in which school culture is found Creating Student Ownership of Their Learning to have a stronger influence in closing the achievement The differences between and among students can pres- gap. School culture is often understood as “the way we ent challenges to designing instruction and academic do things here,” but it is much broader than that. Culture outcomes. Personalized learning is a promising approach reflects shared ideas, assumptions, values, and beliefs to teaching that strengthens students’ ownership and that give your school its identity and standards for expect- responsibility for their own learning as they pursue profi- ed behavior. In this lecture-based workshop, teachers will ciency aligned to established standards. Notably, person- examine their own beliefs about schooling and will learn alized learning is not independent study, is not technology how collective efficacy is a cultural foundation for profes- dependent, nor does it remove direct instruction from the sional growth and student academic success. experience. Come and explore the concept of personal- 12

ANNA’S WORKSHOPS FOR VIDEREGÅENDE SKOLE BY THE NUMBERS

TOTAL PRESENTATIONS - 181 TOTAL TEACHING DAYS - 88

The history of “race” in America 46 36 American college culture 44 35

Stuff! American society through 34 its cultural artifacts 28

Language diversity in the US 20 18 TOTAL TIMES PRESENTED Black Chicago in the 20th century 11 10 TOTAL DAYS PRESENTED Intersectionality in America: The 9 Life of Pauli Murray 9

Digital tools for teaching about 7 American culture 7

The archaeology of American 3 slavery 3

Standard English vs. the way(s) 3 Americans really talk 3 Teaching with (material) culture 2 2 Special Request: Teaching about 1 race 1 Pragmatism and pedagogy 1 1

14 ANNA’S WORKSHOPS FOR VIDEREGÅENDE English, regional accents, and the language of texting STUDENTS are all examples of non-standard English. How do these varieties differ from “proper English?” What are their his- Stuff! American society through its cultural artifacts tories? What do they mean to the people who use them We can learn so much about the beliefs and values of and how does their use shape American society? How American culture by looking at the stuff Americans use do Americans really talk? every day. These things can be as small as the contents of our pockets (cash or credit? Apple or Android?). They Black Chicago in the 20th century can be as large as the buildings and landscapes we The city of Chicago changed radically in the first half of walk through. They can even be entirely immaterial—dig- the 20th century. African Americans leaving the South ital files, for example. The early days of American con- caused cities like Chicago to grow rapidly and become sumer culture can be studied using archaeological data closely associated with the culture of the new migrants. and sources like the store account books from Stagville Using texts such as the Chicago Defender (an African Plantation in North Carolina. How similar are people to- American newspaper), letters from migrants, maps of the day to the shoppers of the 1800s? city, and selections from the epic ethnography Black Me- tropolis: A Study of Negro Life in a Northern City (1945), The history of “race” in America students will learn about African American life during the Opinions about race and racism in America abound, era of America’s “Great Migration” from the rural South but “race” is a relatively recent invention. This workshop to the urban North. These materials, along with photos, examines how ideas about race have shaped American video and sound recordings, provide a window onto history and how America’s history has produced spe- mid-20th-century African American life. cific ideas about race. Examples range from the arrival of Africans at Jamestown, Virginia in the early 1600s, to The archaeology of American slavery confrontations on the frontier during America’s westward Archaeology is one way we can learn more about the expansion, to the Civil Rights movement, to the American experiences of enslaved people in the Americas, and Census in the 21st century. about the institution of slavery itself. This is especially so because enslaved people left their own archaeological American college culture traces, unlike most written sources about slavery that Attending college is an important rite of passage for were produced by slave owners. Artifacts, archives, and many American teenagers. What is the experience like other data—much of it online—can be used to teach stu- for them? Universities express aspects of American dents at many levels of expertise about America’s “pe- culture in microcosm. They reinforce and echo our fasci- culiar institution.” Consider, for example, life in a slave nation with sports. Anxieties about admission and grades quarter in the old South compared with enslavement on reflect American ideas about work, achievement, and the frontier, or the range of outcomes for slaving voyages meritocracy. Universities reproduce America’s class sys- during the Middle Passage, or even the consequences tem, both on campus, and in the lives of their graduates. of slavery for people half a world away, in Scandinavia. Anthropologists have studied the university from the in- side out, even to the point of going undercover in a first- Intersectionality in America: The Life of Pauli Murray year dormitory! Their research highlights students’ own “Intersectionality” is a key concept for understanding perspectives on what it means to be a college student in inequality in diverse societies such as the US. Human the US today. rights activist Pauli Murray developed a similar idea she called “Jane Crow,” to express how racism and sexism Language diversity in the US come together in the lives of African American women. Americans acknowledge certain ways of speaking En- Her story offers a window onto larger themes in Amer- glish as “correct.” But not everyone speaks that way, and ican history, including the struggles for civil rights and not all of the time. Spanglish, slang, Black Vernacular women’s rights in the 20th century. We will explore the 15 life of this civil rights icon—less well known than some language works. I can also offer examples of regional di- others—through oral history interviews, her autobiogra- versity in pronunciation, word choice, and conversational phies and poetry, as well as material brought to light by style—hard won lessons as I’ve moved around the US archaeological excavations at the site of her childhood and needed to learn how to speak to people with whom home. I already share a language! Finally, video clips are a fun way to share speech from different social groups and eras. These can help students explore conversational styles, language change, and American slang. ANNA’S WORKSHOPS FOR VIDEREGÅENDE TEACH- ERS AND TEACHERS-IN-TRAINING American educational cultures The history and archaeology of American schools and Teaching with (material) culture African American education, was especially important to I learned during my own secondary education about the my work at the site of New Philadelphia. My knowledge power of objects to evoke an era or a place. I propose to of contemporary education is mainly as “participant-ob- share a selection of the resources, tools, and techniques server,” once as a student and now as a parent. This I use to teach about America using material culture (the workshop features facilitated discussions using selec- things we make and use in our daily lives). The workshop tions from texts and films that depict school and youth includes a general discussion for thinking about the culture to compare the lives of young people in Norway relationship between culture and material culture. I will and the US. We may also address American university explain the strategies I use to get students to observe culture in institutions large and small, public and private, carefully, consider sources critically, and reflect on the including advice for Norwegian students interested in broader implications of what they have learned from their attending a US university. observations. Pragmatism and pedagogy Digital tools for teaching about American culture My interest in pragmatism (a major American philosoph- Digital technologies make it much easier to bring primary ical tradition) began with linguist CS Peirce and the sources into the classroom. I have designed a number application of his ideas to the interpretation of artifacts. of exercises using on-line datasets to teach about Amer- However, pragmatism also includes WEB DuBois, whose ican history and culture. The workshops will address two work on race anticipated the conclusions of modern an- key areas: digital primary sources (such as databases thropologists, and John Dewey, whose ideas about edu- of artifacts or online archives) and digital platforms (tools cation underlie innovations such as project-based learn- that provide “big data” perspectives on large collections ing, authentic assignments, and service learning. Paolo of texts, allow multiple contributors to a shared project, Freire and bell hooks have taken pragmatist principles or offer alternatives to standard written assignments). even further, framing teaching as a tool for liberation, so- cial justice, and cultural understanding. Pragmatist ideas Standard English vs. the way(s) Americans really talk will form the basis for conversations about the ways that As we know, language is much more than vocabulary educators can create classrooms rich with meaningful and grammatical rules. Speakers make complex choices experiences that help our students to develop the skills on the fly, saying either “Close that window!” or “Do you and perspectives to build a more peaceful and equitable feel a draft?” A consideration of the “pragmatics” (social world. meanings) of communication will be useful for helping students think about the multiple planes on which the 16 17 HEATHER’S WORKSHOPS FOR VIDEREGÅENDE SKOLE BY THE NUMBERS

TOTAL PRESENTATIONS - 211 TOTAL TEACHING DAYS - 109

Fake news, media bias, and you 83 58 Youth Rise Up: contemporary 73 American youth activism in American Culture 47 The Black Panther Party: Radi- 16 cals? Revolutionaries? 12 TOTAL TIMES Life after high school: choice 9 PRESENTED and the American college-aged student 8 TOTAL DAYS English as a regional language 8 PRESENTED (added in October 8 Create and circulate: zines, 7 American subcultures, and DIY publishing 6 Research and write: strategies for 5 helping students integrate outside sources into their writing 5 The skeptical researcher: an in- 4 troduction to teaching with critical information literacy 4 Infographic Fantastic: teaching 3 research and writing with info- graphics 3 Teaching fake news and media 1 bias 1 Special request 1 1 Textbooks cost how much?: text- 1 book costs and the open educa- tion movement 1

18 HEATHER’S WORKSHOPS FOR VIDEREGÅENDE ments, iconic leaders, and protest culture. But what role STUDENTS do young people play? In this workshop, students will learn about the leadership role youth had in protests and Create and circulate: zines, American subcultures, activism during this past decade in the United States and DIY publishing by examining key events such as the Parkland (Florida) In this workshop, students will explore the history of school massacre, the shooting of Trayvon Martin, and zines (self-published magazines), learn the differences the immigration fight over “Dreamers”—undocumented between zines and other types of traditional books and youth immigrants. Issues will be discussed in context magazines, and will discuss aspects of American sub- with short videos, news articles, and photographs. Stu- cultures and identity that are new to them by examining dents will have a chance to draw comparisons between and reviewing zines from the presenter’s own library col- United States activism and Norwegian activism and will lection. be encouraged to find similarities and differences.

At the end of this workshop, students will be able to: At the end of this workshop, students will be able to: -identify a zine and define the difference between zines -reflect on the role of young people in social movements and other published material in specific events in US history -discuss why zines are created and what types of Ameri- -explain the key ideas and issues at stake for young ac- can subcultures use zines to disseminate information tivists in the US -critique aspects of zines they view to classmates or a -discuss the similarities between US and Norwegian teacher youth activism -compare how zines are similar or different to other pub- *this workshop can be modified to accommodate a large lishing platforms in Norway audience *this workshop is best suited to classes under 40 stu- dents Fake news, media bias, and you During and after the election of President Trump, the The Black Panther Party: Radicals? Revolutionaries? term “fake news” came into popularity to refer to news Who were the Black Panthers? Were they militant radi- stories, videos, and journalism that were potentially full cals or community organizers seeking change for injus- of falsehoods. In reality, no news media is immune from tices against Black Americans? In this workshop, we will publishing false information, but the rise of social media unpack some of the ideas about the Black Panther Party has made it easier for fake news to go viral. In this work- through a short history of the Black Panthers and an shop, students exercise critical thinking skills to uncover exploration of primary source materials. After a short his- media bias, suspicious online news outlets, and hoaxes torical explanation, students will form small groups and in current American news. examine the 10 Point Program (one of the foundational documents for the Black Panthers) and investigate ma- At the end of this workshop, students will be able to: terials related to the Black Panthers (photos, newspaper -define fake news, viral, media bias, and credibility articles, and a short video). -examine specific news stories and identify potentially dubious information At the end of this workshop, students will be able to: -explain the role social media plays in spreading fake -define who the Black Panthers were and why they are news important to American history *this workshop can be modified to accommodate a large -discuss the differences between a radical and a revolu- audience tionary -critique a primary source English as a regional language (added in October It’s commonly understood that English is a “universal” Youth Rise Up: contemporary American youth activ- language, spoken across many countries throughout the ism in American Culture world. But how does English vary across different re- The United States is famous for its charged social move- 19 gions in the US? In this workshop, students will explore a In this workshop, students will explore the presenter’s variety of accents and dialects, and will learn about how home state of California through a series of writings and phrases can have very different meanings in different photographs related to environmentalism. From Joan parts of the country, leading to miscommunication and Didion, to John Muir, and Cesar Chavez to Julia Butterfly, mishaps even among Americans! In addition, we will ex- students will be exposed to the varied approaches to plore language and body language stereotypes (as seen the environment and landscape that shape this beautiful in the media) and discuss the idea of ‘code-switching’ state. After a brief overview of environmental issues in (where speakers change their vocabulary, intonation, or California, students will break into groups to examine syntax based on their audience). and discuss a text or photo related to California and the environment. Coming back together, we will compare At the end of this workshop, students will be able to: how the environmental challenges in California are simi- -identify different regional American dialects and accents lar or different to those in Norway. -discuss with peers how communication styles vary across regions At the end of the workshop, students will be able to: -define code-switching and understand how certain ra- -identify distinguishing features of California such as its cial and ethnic groups in the US have used code-switch- location, geographic features, and rudimentary demo- ing graphics -define and explain some of the major environmental is- Life after high school: choice and the American col- sues in California lege-aged student (added in October) -critique a passage from California literature and discuss This workshop will look at the myriad of college options it with peers available to young adults after they complete high school *this workshop is best for groups of 40 or less and will discuss why and how students decide to go to college in the United States. From community colleges HEATHER’S WORKSHOPS FOR VIDEREGÅENDE and vocational schools to elite private institutions like TEACHERS AND TEACHERS-IN-TRAINING Harvard and MIT, the US is not lacking in choices for higher education. How does a student decide? And how Textbooks cost how much?: textbook costs and the will their experience vary based on their choice? open education movement Unlike primary and secondary schools, the cost of At the end of this workshop, students will be able to: textbooks is nearly always absorbed by students in col- -name and explain some of the different types of college leges and universities in the United States, who typically choices in the US shoulder an average of $1,200 in textbook and supplies -evaluate and discuss with peers some of the cultural costs per year. An alternative to these costly books are and educational differences between college types in open educational resources (OER), which include copy- the US right free textbooks, materials published under Creative -analyze some of the pros and cons of the variety of Commons licenses, and entire courses available freely choices online. In this workshop, the presenter will discuss the OER movement in the US, present findings on how these This Land is Your Land: environmental literature in materials impact students, share strategies for search- California (removed in October) ing for and using English OER texts, and will facilitate a 20 discussion among teachers about the differences and students. similarities between the OER movement in the US and the national digitization projects in Norway. Community Colleges, international students, and the college ‘alternative’ The skeptical researcher: an introduction to teaching Community colleges are one of the United States’ most with critical information literacy valuable resources in higher education. Sitting between In this workshop, teachers will be introduced to strate- high school and four-year colleges, community colleges gies for teaching and incorporating elements of critical (two year colleges) service a diverse and rich student information literacy into research and writing assign- body made up of traditional-aged students, working ments. Critical information literacy (CIR) is an approach adults, and even high schoolers. In this workshop, the to teaching research and information literacy that asks presenter will discuss the role of community colleges students to question the reason information was created and talk about why a community college might be the and helps uncover some of the systems of oppression right path for an international student. Participants will involved in media representations, scholarly communica- leave with a deeper understanding of the landscape of tions, and traditional book publishing. In this approach, higher education in the United States, a sense of what students ask why certain voices are privileged above students can expect at community colleges, and ways others and how information influences bias, decision to connect international students to local community col- making, and published research. Teachers will leave the leges in the United States. workshop with a working definition of CIR and several assignments that incorporate elements of CIR that can Research and write: strategies for helping students be implemented in classes across the disciplines. integrate outside sources into their writing Students may be able to find outside sources for re- Infographic Fantastic: teaching research and writing search essays such as newspaper articles and scholarly with infographics journal articles, but how can teachers help them examine Capitalize on the popularity of infographics! Infograph- and incorporate them into their writing? This workshop ics, or visual representations of research and statistics, will present several strategies for helping students read, are great tools for engaging students with research, understand, and incorporate information from outside critical thinking, writing, and communication while chan- sources into their writing, with the goal of expanding neling their creative side. In this workshop, the presenter students’ critical thinking and communications skills. The will showcase student-created infographics, outline presenter will discuss how note-taking, annotation, and several assignments to help students create their own reading techniques can help students better interpret research infographics, and introduce participants to free and understand complex texts. Participants will leave websites for creating infographics. Participants will walk with assignment examples, strategies, and will hopeful- away with sample assignments and practical tools for ly share strategies with the presenter some Norwegian designing and assigning an infographics project to their techniques that may differ from US pedagogies. 21 2019-20 upper secondary Rover Heather Dodge kept a and population, and while some aspects are similar, the blog of her experiences. In this post from the end of May, social structure, government, and mentality are markedly she shared her experiences as a parent with schools different. re-opening in Norway, and contemplated possible les- sons to be learned for the US. Her blog, with entries from Instead, I’m going to give a glimpse into how unified the entire year, can be found at https://medium.com/ national leadership, a decently-funded school system, norway-one-year flexibility and trust from educators, and equal trust and flexibility from families (and in turn employers), can make reopening schools possible.

A RETURN TO THE ‘NEW’ NORMAL IN NORWAY Preparing to go back: re-connecting and educating families It is a very strange time we are living through and it is especially strange to experience this global pandemic Norway’s schools are run through a national Ministry of outside of my own country: away from family, friends, my Education and guidelines for safe phased reopening of home, my community, and my government. I hold two schools were presented at a national level with the ability world realities in my mind each day — the one I’m ex- for local municipalities to make decisions on what would periencing physically in Oslo and the one I’m culturally, work best for their communities. Our school, Bogstad socially, and bound to by family in the United States. A Skole, sent home information about school opening pro- place I go to in my thoughts and my feelings and where cedures two weeks before kids went back (April 27) and I feel I really ‘live’ mentally most of the time. It’s bizarre to Myles’ teacher called to check with us to ask if we are in be outside an experience but so involved in the ups and any risk groups, and if we are able to comply with new downs and have stakes in the outcomes, while physically rules and regulations (which I’ll get to). experiencing a very different reality altogether. A week before Myles returned, the school made sever- We are going into week five of having our kids back into al videos for us to watch and discuss with our kids. In their new ‘normal’ routine with schools in Oslo. When we one, the gym teacher showed the kids how to wash their were weighing the idea of returning to the United States hands properly. Another demonstrated how to sneeze back in March I don’t know if I could have predicted and cough into your elbow. A final one discussed staying what would unfold there and how things would turn out apart from one another. We watched these with Myles for us here in Norway, but I’m grateful that we stayed and and talked to him about the importance of hygiene and I’m grateful that we get to have closure on our year here maintaining distance from friends. with school for the kids and a few more high school visits for me. The return: schedules, cohorts, and classroom set-up

I’m not going to lay out a comparison between how two The elementary schools opted for a phased reopening countries are handling COVID-19 differently — especially with 1–3rd graders returning first (there’s no kindergarten between Norway and the United States. That would be here, you start school at age 6). The justification for start- deeply unfair. The United States and Norway cannot be ing with younger kids is that distance learning is much compared; it’s not like comparing apples and oranges — more challenging for younger kids, they require almost these are two fruits, roughly the same size, both round in constant supervision from parents, and there has been shape. Instead, it would be like comparing a fruit salad evidence that the effects of COVID-19 are generally less (the United States) to a single blueberry (Norway). Nor- severe for kids in this age group and infections between way is much smaller than the United States, both in size students and in schools are not the main source of out- 22 breaks. shorter than it was in pre-COVID-19 times (8:30–3:30), but employers know that and accommodate families with Myles’ class, which was previously 19 kids, was reduced kids. to a cohort of 13 kids, with the school utilizing the gym and music teacher, plus a substitute, and several other Both kids spend at least ½ of their time outside every staff to help reduce the class sizes across the 1–3rd day and field trips are routine. The approach to field grade. Previously, the 2nd graders (there are three trips is much different in Norway than my experience in classes) had shared a large classroom space and broke the United States. For each field trip for kids at Myles’ into smaller groups throughout the day with a rotation of elementary school in Oakland we would get a permis- three teachers. Now, Myles’ cohort was moved into an sion slip weeks in advance, parent drivers would be unoccupied upper grade classroom with desks marked arranged, a detailed schedule of events would go out, out a meter apart and they have no contact with kids booster seats would need to come to school, and teach- from other cohorts. This helps with contact tracing if an ers would give constant reminders in the days leading outbreak occurs within a group. up to the trip about every last detail.

The school day is staggered so that kids are not con- Here, we sometimes don’t even know that Myles is going gregating outside or in hallways at the same time. on a field trip unless he needs to pack something specif- Parents are not allowed inside the building to prevent ic and a field trip can simply mean walking to a nearby additional bodies from occupying the space and poten- park for games and free play for the afternoon. I think tially spreading the virus. Everyone eats at their desks we need to re-think some of the ways we approach field inside instead of mixing outside at recess, which is also trips in California schools and allow our kids more free- staggered in small groups with each group assigned to dom to roam in parks and open spaces, with or without an area of the playground that has been separated by the threat of COVID-19. caution tape (and now with parade barriers). The after school staff works during recess to ensure kids stay in For older kids, those in 4–7 grades and 8–12, their days their areas and they help facilitate play that encourag- are staggered and many schools have kids physically es social distancing. With each change during the day on campus two to three days a week with the rest of (starting the day, recess, lunch, back inside, leaving for the time online or outside and alternating with smaller the day) the kids wash their hands and their desks and cohorts. The staggered day helps alleviate congestion they don’t share any equipment (headphones, pencils, on public transportation and allows for the classes to etc). Myles’ hands look like I’ve sent him to work in an spread out more safely. industrial laundry in the 1800’s, but he is really getting with the program on hygiene. Up until last week, his after Since the schools reopened in April I have been watch- school program was reserved for the children of essen- ing the COVID-19 numbers for Norway and have expect- tial workers, but now they have opened it up to all kids ed a spike in cases. Erna Solberg, the Norwegian Prime and cohorts are maintained during after school time as Minister, warned that if the infection rate went above R1 well. (meaning one person infecting more than one more per- son) the schools would close again. So far, this hasn’t Willa’s set-up looks similar, except that she’s in a group happened and infection rates, hospitalizations, and of eight kids with one adult and she spends most of the deaths remain relatively stable. day outside playing. Parents meet the small groups out- side the barnehage and the group goes inside together One of my greatest anxieties these days, the one that I to wash hands. At the end of the day we meet them knit through my brain every night as I’m trying to sleep, outside the fence from the barnehage. The day is a bit is what schools will look like in the Fall when we go back 23 to Oakland. When Oslo’s schools closed in March we burden of childcare and education to families and not were fortunate to be able to divide and conquer with expect a massive negative impact? homeschool as parents since neither of us were work- ing full-time. Even with us both home, focusing mainly It’s deeply disturbing to me that Governor Newsom is on our kids, it was a challenge. The kids were plugged cutting the education budget in California and I think into screens way more than I’m comfortable with, Myles this mis-step is going to seriously thwart any effective bucked against school activities while Sam patiently reopening for our schools. It will shake the morale and helped him, and we tried to keep the kids as active as any confidence educators have in leadership and trickle possible. One afternoon, as we rounded out week six down to families. This is a time to infuse the schools with without school, we took the kids on a bike ride to a near- resources, hire additional staff to support social distanc- by lake. Myles didn’t want to go and complained fiercely ing, utilize spaces like public libraries, rec centers, and as we pedaled up an incline, asking to rest, asking to go corporate conference rooms and offices to spread kids home, and generally being obstinate. I ignored his com- out safely. I commend CEO’s like Jack Dorsey from Twit- plaining and continued up the hill until he began scream- ter for helping bridge the technology equity gap in Oak- ing, crying, and then began to physically hurt himself land, this is an excellent step, but I also hope that the and attempt to destroy his bike. We stopped and he ab- same type of infusion of resources will go into supporting solutely raged at me and I raged back. It was scary and teachers and strategies to help build in face-to-face sad at the same time, but I’d noticed our patience with school learning as well. each other deteriorating over the previous weeks. Willa had also started to unravel a bit, left on her own with an There are a million reasons why we can’t go back to iPad she would turn to unboxing videos and watching school in the Fall in California, and perhaps it’s my own fully grown women cut open squishy toys on YouTube fears and anxieties over being tasked with educating kids, a disturbing and addictive force. and entertaining my kids that gets in the way of believ- ing all of those reasons. However, I also want to make a A week later both he and Willa started back at school, pitch for trying. Leadership in California should look at and while things haven’t been perfect, I have noticed what other countries are doing, how they are adjusting that emotions and our interactions have improved. Both their framework and schedules, and how that is impact- he and Willa come home with positive attitudes and ing the overall spread of COVID-19. To throw up our seem more calm and less restless. I think being in an hands and say, “eh, we just can’t do this, it’s too hard environment where they are not the focal point, in a and too dangerous,” would be a confirmation that our so- space outside their homes, is helping them to balance ciety and our government have a misaligned values sys- and regulate themselves better when they return home tem that prioritizes the economy, the privileged who can each day. I’m grateful to the clear national leadership, hire help during these crises, and will further increase educators, and parents for truly pitching in and being the equity gaps that were so blindingly obvious even pri- willing to think creatively and flexibly about how to restart or to this pandemic. I don’t want to go around waving the society again. Norwegian flag everywhere (ok, but I do sometimes), but I have seen how this country uses resources (taxes, oil While I’m excited to return to family, friends, and my wealth) to ensure that equality is central and the wellbe- home, I am not looking forward to the animosity, unrest, ing of people come before the wellbeing of the economy, and uncertainty that COVID has brought about in the corporate greed, and the vocal and wealthy. What does US. I worry for my country and my community. And I’m that look like? Schools opening before the economy does confused. How can we expect to reopen the economy so that people can get their family life in balance and without thinking about families and those most vulnerable then return to work with confidence that their children are in our communities? How can parents be expected to go safe and cared for. back to work, or even work effectively from home, if they are supervising a large part of their children’s schooling? How can the government and employers transfer the 24 ALL SCHOOLS VISITED BY ROVERS IN 2018-19 Akkarfjord Oppvekstsenter, Akkarfjord Gjøvik VGS, Gjøvik Amalie Skram VGS, Bergen Hadeland VGS, Gran Atlanten VGS, Kristiansund Hakadal ungdomsskole, Hakadal Aust-Lofoten VGS, Svolvær Hammerfest VGS, Hammerfest Bardufoss Høgtun VGS, Bardufoss Hedmark Teacher Conference, Bergeland VGS, Stavanger Helland skule, Vestnes Bergen katedralskole VGS, Bergen Hetland VGS, Stavanger Bjertnes VGS, Nittedal Hisøy skole, Kolbjørnsvik Bjørkelangen skole, Bjørkelangen Honningsvåg skole, Honningsvåg Bjørnholt skole VGS, Oslo Humanistskolen AS, Oslo Blindern VGS, Oslo Høgskolen i Østfold, Halden Bodø VGS, Bodø Inland Norway University of Applied Sciences, Breilia Skole, Hammerfest Hamar Breivang VGS, Tromsø Inland Norway University of Applied Sciences, Bryne VGS, Bryne Lillehammer Buskerud VGS, Åmot Jåttå VGS, Stavanger Charlottenlund VGS, Jakobsli Kirkeparken VGS, Moss Dahlske VGS, Grimstad Kopervik VGS, Kopervik Dovre ungdomsskole, Dombås Kristiansand katedralskole VGS, Kristiansand Drammen VGS, Drammen Kristiansund VGS, Kristiansund Edvard Munch VGS , Oslo Kuben VGS, Oslo Eikeli VGS, Hosle Langhaugen VGS, Bergen Elverum VGS, Elverum Levanger VGS, Levanger Fagerlia VGS, Ålesund Lillestrøm VGS, Lillestrøm Foss VGS, Oslo Mailand VGS, Lørenskog 25 Malakoff VGS, Moss Søgne VGS, Søgne Melsom VGS, Melsomvik Tangen VGS, Kristiansand Meløy VGS, Glomfjord Trysil ungdomsskole, Trysil Midtstuen undgomsskole, Oslo Trysil VGS, Trysil Mysen VGS, Mysen Ulsrud VGS, Oslo Nadderud VGS, Bekkestua University of Southeastern Norway, Drammen Narvik VGS, Narvik Vadsø VGS, Vadsø Nord-Gudbrandsdal VGS avd Dombås, Dom- Vennesla VGS, Vennesla bås Vest-Lofoten VGS, Leknes Nord-Gudbrandsdal VGS, Otta Wang VGS, Oslo Nordlandet ungdomsskole, Kristiansund Ytre Namdal VGS, Rørvik NTNU, Trondheim Ålesund VGS, Ålesund Nøtterøy VGS, Nøtterøy Årdal VGS, Øvre Årdal Odda VGS, Odda Åsane VGS, Nyborg Olav Duun VGS, Namsos Oppdal VGS, Oppdal Orkdal VGS, Orkanger Oslo Handelsgymnasium, Oslo Oslo katedralskole, Oslo Oya ungdomsskole, Kvål Persbråten VGS, Oslo Presterod ungdomsskole, Tolvsrod Ringerike VGS, Hønefoss Risum ungdomsskole, Halden Rud VGS, Rud Sandefjord VGS, Sandefjord Sandnes VGS, Sandnes Sauda VGS, Sauda Senja VGS, Finnsnes Ski VGS, Ski Skogmo VGS, Skien Sogndal VGS, Sogndal Sommerlyst skole, Tromsø St Olav VGS, Stavanger St Svithun VGS, Stavanger St. Franciskus skole, Arendal Stavanger katedralskole VGS, Stavanger Stridsklev ungdomsskole, Porsgrunn Sund ungdomsskule, Steinsland 26 27 U.S.-NORWAY FULBRIGHT FOUNDATION FOR EDUCATIONAL EXCHANGE ARBINSGATE 2, 0253 OSLO WWW.FULBRIGHT.NO