Appendix

Case 1 : Students’ Perceptions of Discussion Environments in Higher Education

Survey Questionnaire

1. (Open question) In what country did you study/are you currently studying? 2. Would you place your field of study mainly within natural (e.g. mathematics, biology, physics etc.) or social (e.g. sociology, political science, economics etc.) science? • Natural science • Social science 3. What gender do you identify as? • Male • Female • Other 4. Marginalized groups are considered groups of people within a risk of being discriminated due to characteristics such as gender, sex, ethnicity, disability or religion. Do you consider yourself to belong to a marginalized group at your university? • Yes • No 5. (Open question) If so, what marginalized group? 6. Do you feel like students have the freedom to initiate discussions about controversial topics at your university? • Yes • No 7. (Open question) Why/why not? Please elaborate briefly. 8. Do you feel like lecturers have the freedom to initiate discussions about controversial themes at your university? • Yes • No 9. When controversial topics have been raised in lectures, have you ever experienced any situation(s) where you’ve felt offended? • Yes • No 10. If so, was it because of your lecturer’s statements, or the curriculum presented? You can skip this question if you answered no on the previous one. • My lecturer • The curriculum 11. (Open question) Do you feel like you are able to criticise the presented curriculum and/or the lecturer? Why/why not? Elaborate briefly. 12. (Open question) Do you think the presented curriculum helps you develop critical thinking (the ability to think rationally and reflect on your beliefs and decisions)? Please elaborate in a sentence or two. 13. Would you prefer a “trigger warning” (a warning that content may be upsetting) if you were to be exposed to distressing content or uncomfortable statements during lectures? • Yes • No 14. (Open question) In your opinion, whose responsible is it to create a safe environment for discussion for the students?

15. If you decided not to participate in a discussion regarding a controversial topic, would it mainly be because of the fear of offending someone, or being offended yourself? • The fear of offending someone • The fear of being offended • Both • None 16. Do you think being exposed to opinions that make you feel uncomfortable can contribute to more reflective thinking? • Yes • No 17. (Open question) Do you think open and boundless discussions could contribute to normalizing hateful and dangerous opinions and attitudes? Please elaborate why/why not. 18. Do you prefer to discuss a difficult and controversial topic with someone you agree with or an opponent? • Someone I agree with • An opponent 19. If you were to participate in a debate regarding a controversial topic (e.g. the Black Lives Matter movement), to what degree would you consider the other participants’ feelings (1 being the lowest and 5 the highest)? • 1 • 2 • 3 • 4 • 5 20. Do you find the right of your fellow students and lecturers to express their opinions more important than you potentially feeling offended? • Yes • No 21. Do you think, personally, that safe spaces (an environment in which students are guaranteed to not be exposed to discrimination or criticism) help protect students from potentially upsetting situations? • Yes • No 22. (Open question) In your opinion, can the creation of safe spaces be helpful to students who wish to participate in discussions without the risk of being offended? Please elaborate in a few sentences. 23. Do you think participating in safe spaces will make students more reluctant to listen to their opponents’ opinions? • Yes • No 24. (Open question) What do you think would be more productive when solving a controversial issue; open and boundless discussions or discussions in which the feelings of the vulnerable participants are taken into account? Please elaborate in a few sentences. 25. (Open question) Is there anything relevant to this survey that you would like to add?

Countries and Democracy

Participant number Residing country Category of country

1 Norway

2

Norway

3

Norway

4 5 6

Japan Italy Peru

7 8 9 10 11 12 13 14 15 16 17 18 19

Peru Brazil Turkey Italy Turkey Kenya Brazil Algeria Brazil Indonesia Brazil Brazil Uganda

LD LD LD LD LD ED ED ED EA LD EA EA ED EA ED ED ED ED EA

Case 3 : Refugee Children’s Educational Integration

Interview questions

Opening questions • What is your job and role in the school? • How long have you worked in this field? • What does a typical day at work look like? • In what way do you know children who have had to seek refuge? • Do you have any experience with refugee children outside of school? For instance, from visiting refugee camps or so? • Can you describe your relationship with these children? • Today? Earlier? • How long will the children have been fleeing, typically? • At what age? Generalized. • Is the journey and their time as a refugee something you talk with your pupils about? • What is an introductory class? • How long have the children been in Norway before they start in an introductory class? • How old are the children you work with in an introductory class?

Education while seeking refuge • Do you know how children attain education while seeking refuge? • What systems are in place?

Education after seeking refuge • When these children arrive to Norway, how is their status of knowledge? • If there are any holes: are they obvious? • What types of holes are there? Any subjects in particular? • How is it for the children to catch up what they have missed out on? • Does it take a long time? • Can they «catch up» to the other pupils? • How long are the refugee children in Norway before they are offered education? • Is there any particular knowledge refugee children have that Norwegian children do not? If yes, what? • Are there any differences between the knowledge boys and girls have? If yes: what kind of differences? What might be the cause of this? • Do you think their age has any impact on how big holes there are in their knowledge? • Which age group has the most holes? Who is it harder to catch up for? • What kind of focus on education do you have in the introductory class? Any special subjects or themes? Any big differences from other Norwegian classes?

Social tendencies • Do you have a social focus that separates from the school system? • How are the children when they come into the Norwegian school system? Is it easy for them to make friends? Are they bullied or teased? • If any students have had troubles: do you think that this can impact how children’s knowledge develops? Do they lose motivation? • Do you think their time seeking refuge has anything to say for their integration compared to other foreigners who come to Norway?

Potential consequences • Do you know how these students do after primary/upper secondary school? Have you noticed if they typically choose to go down different paths from other students?

Measures • Do you do anything different at your school to make it easier for the student in the Norwegian school system? Have you personally taken any measures? Is there anything you think should be done differently to make it even easier? • Do you have any opinions about what should be done in refugee camps so children can have a better education?

Challenges • What do you think is the biggest challenge when it comes to this problem?