ABSTRACT

In this article, the authors address the lack of scholarship about teaching abroad—beyond scholarship about student teaching—by adding to the conversation their perspectives of being Fulbright Roving Scholars in American Studies in Norway. We argue that the benefit of teaching abroad is the chance not only to learn about new cultures but also to create spaces where we can question our own assumptions about teaching, about culture, and about how to be global citizens. Reflection is one of the most critical tools for engaging with these experiences, and we consider the role that reflection played in coming to understand the changes made to our teaching practice during and after our year abroad. In the body of the text, we reflect upon issues such as social norms in Norway, teacher expectations of student participation, conversations about race, trends in immigration, and attitudes toward gun violence. We emphasize the need to break from norms of teaching experience, even without the opportunity to teach abroad, in order to change habits and bring new perspectives into the classroom, and we conclude by emphasizing the importance of teaching community to growing as a teacher.

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