{"id":3600,"date":"2026-10-03T11:37:51","date_gmt":"2026-10-03T11:37:51","guid":{"rendered":"https:\/\/dto.world\/?page_id=3600"},"modified":"2026-10-03T11:44:09","modified_gmt":"2026-10-03T11:44:09","slug":"broder-learning","status":"publish","type":"page","link":"https:\/\/dto.world\/index.php\/broder-learning\/","title":{"rendered":"Broder Learning"},"content":{"rendered":"\n
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Josh Cass, <\/a>FoRB in Education Case Studies<\/a><\/p>\n\n\n\n

Broader Learning for the FoRB Community<\/strong><\/p>\n\n\n\n

Taken together, these four examples show that it is possible to promote and protect FoRB through formal Education. Moreover, by examining the approaches developed, broad learning for future development emerge.<\/p>\n\n\n\n

1. Addressing bias first unlocks lasting change in how people see others (Hardwired Global)<\/strong><\/p>\n\n\n\n

Hardwired Global\u2019s experience suggests that there is value to helping teachers and students confront their own bias, fear, and misconception about pluralism and human rights before any content is introduced. The organisation describes the result as a genuine conceptual change, evidenced by participants reporting a stronger sense of confidence in their own beliefs and a greater willingness to engage respectfully with people who believe differently. Because the programme has been carefully documented and evaluated throughout, this is not simply an aspiration but a measured outcome. Addressing bias as a deliberate, sustained step, rather than as an afterthought, appears capable of producing the kind of durable shift in attitude that information alone struggles to achieve.<\/p>\n\n\n\n

2. Conceptual distance make even sensitive material safe to discuss (Hardwired Global, Dare to Overcome)<\/strong><\/p>\n\n\n\n

Both Hardwired Global and Dare to Overcome show that creating conceptual distance from FoRB makes it easier to engage with honestly. In both cases, the methodologies developed lowers the emotional and social risk of the conversation, making space for students to practise empathy and curiosity before anything personal is at stake. This suggests a transferable technique: sensitive material does not need to be approached head-on to be taught effectively, and an indirect route in can often open a more honest conversation than a direct one would.<\/p>\n\n\n\n

3. Once trust is built, lessons translate powerfully into real local life (Hardwired Global, Leimena Institute)<\/strong><\/p>\n\n\n\n

Hardwired Global and the Leimena Institute both show that once initial trust and understanding have been established, often through indirect or carefully facilitated means, participants become willing and able to bring what they have learned into direct contact with real difference. In both cases, the earlier groundwork appears to make this final step possible, rewarding programmes that invest in trust early with participants genuinely able to put new understanding into practice where it matters most.<\/p>\n\n\n\n

4. Sequencing groundwork before scale-up sets programmes up to last (Culham St Gabriel\u2019s, Hardwired Global, Leimena Institute)<\/strong><\/p>\n\n\n\n

A consistent pattern is that programmes which deliberately sequence their development \u2013 conceptual clarity first, then tested practice, then wider rollout \u2013 appear better placed to grow successfully. None of these organisations attempted to scale immediately; each built a tested foundation first. This suggests that the apparent slowness of careful sequencing is not a drawback to be tolerated, but possibly the mechanism that makes durable later growth achievable at all.<\/p>\n\n\n\n

5. Reorienting an existing sector is slower, but can prove transformative (Culham St Gabriel\u2019s)<\/strong><\/p>\n\n\n\n

Culham St Gabriel\u2019s experience suggests that where a sector already exists with established norms, training pathways, and a recognised place in the curriculum, as is the case with Religious Education in England, there can be value in reorienting that sector toward FoRB rather than in building something new from scratch. Such shifts depend on genuine standing within the sector, a clear and usable definition of what is being asked of teachers and school leaders, and patience. However, the evidence suggests the patience is well rewarded: reorientation, although slower than building anew, can reach further and embed more deeply than a freestanding initiative might.<\/p>\n\n\n\n

6. A clear, transferable method can travel far beyond its original use whether institutional or geographic (Hardwired Global, Dare to Overcome, Leimena Institute)<\/strong><\/p>\n\n\n\n

The experience of projects suggests that a well-designed methodology can be implemented in different geographies. Moreover, the same patient, deliberate approach that produces a robust methodology also appears to support its uptake by institutions which were not the initial focus of the work.<\/p>\n\n\n\n

7. Sustained trust-building can unlock government partnership (Hardwired Global, Leimena Institute)<\/strong><\/p>\n\n\n\n

Government partnership, often assumed to be slow and difficult to secure, can be achieved following sustained trust-building and engagement in formal processes. However, it can yield meaningful and significant scale provided an organisation is committed to investing the years of credibility-building it requires.<\/p>\n\n\n\n

Consideration of this learning, taken with the questions for consideration included in the first paper in this series, could serve as a useful stimulus for the development of FoRB Education.<\/p>\n\n\n\n

Contact Theory, Gordon Allport in his 1954 book The Nature of Prejudice<\/em>, pioneered by holds that direct contact between members of different groups, under the right conditions, reduces prejudice and improves intergroup relations over time.<\/p>\n\n\n\n

\"\"<\/a><\/figure>\n","protected":false},"excerpt":{"rendered":"

Josh Cass, FoRB in Education Case Studies Broader Learning for the FoRB Community Taken together, these four examples show that it is possible to promote and protect FoRB through formal Education. Moreover, by examining the approaches developed, broad learning for future development emerge. 1. Addressing bias first unlocks lasting change in how people see others … <\/p>\n

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