{"id":3617,"date":"2026-10-03T11:58:29","date_gmt":"2026-10-03T11:58:29","guid":{"rendered":"https:\/\/dto.world\/?page_id=3617"},"modified":"2026-10-03T12:01:22","modified_gmt":"2026-10-03T12:01:22","slug":"questionnaire","status":"publish","type":"page","link":"https:\/\/dto.world\/index.php\/questionnaire\/","title":{"rendered":"Questionnaire"},"content":{"rendered":"\n<figure class=\"wp-block-image size-large\"><img loading=\"lazy\" decoding=\"async\" width=\"1024\" height=\"576\" src=\"https:\/\/dto.world\/wp-content\/uploads\/2026\/10\/Understanding-FoRB-in-Classrooms-1024x576.png\" alt=\"\" class=\"wp-image-3618\" srcset=\"https:\/\/dto.world\/wp-content\/uploads\/2026\/10\/Understanding-FoRB-in-Classrooms-1024x576.png 1024w, https:\/\/dto.world\/wp-content\/uploads\/2026\/10\/Understanding-FoRB-in-Classrooms-300x169.png 300w, https:\/\/dto.world\/wp-content\/uploads\/2026\/10\/Understanding-FoRB-in-Classrooms-768x432.png 768w, https:\/\/dto.world\/wp-content\/uploads\/2026\/10\/Understanding-FoRB-in-Classrooms-1536x864.png 1536w, https:\/\/dto.world\/wp-content\/uploads\/2026\/10\/Understanding-FoRB-in-Classrooms.png 1672w\" sizes=\"auto, (max-width: 767px) 89vw, (max-width: 1000px) 54vw, (max-width: 1071px) 543px, 580px\" \/><\/figure>\n\n\n\n<p class=\"wp-block-paragraph\">Josh Cass, <a href=\"https:\/\/dto.world\/index.php\/forb-eduction\/\">FoRB in Education Case Studies<\/a><br><\/p>\n\n\n\n<h2 class=\"wp-block-heading\">Understanding how FoRB is being taught in classrooms around the world<\/h2>\n\n\n\n<p class=\"wp-block-paragraph\">Free For All Education is producing a series of briefing papers about FoRB and Education. The next paper in the series will include a selection of case studies about how different actors in different parts of the world have set out to enable young people to learn about FoRB and FoRB principles in <em>formal educational settings<\/em>.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">In doing so, the paper will make use of work done in the UK by Culham St. Gabriel\u2019s. This work has established three broad criteria for what FoRB education needs to include opportunities for students to:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>talk about their own religion or belief, and to learn about where and how their religion or belief may be different to others;<\/li>\n\n\n\n<li>talk about freedom, what it means to be free, what it means for others to be free, and what it might mean or feel like to have those freedoms restricted specifically in relation to FoRB; and,<\/li>\n\n\n\n<li>learn about Human Rights, that they are for everyone everywhere and that FoRB is a human right.<\/li>\n<\/ul>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>The author at Free For All understands that such principles may be articulated in different ways by different actors, but that by and large these principles (or equivalent) run through the work of many in the FoRB Education world.<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">In order to write the paper, you are invited to complete this short questionnaire. The intention is that the paper will feature 3 examples, each 700-800words in length.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>The paper will not editorialise in terms of differing levels of impact, it will simply present three examples of how people have approached this problem in three very different contexts.<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Name of organization<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Name of project<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Who is the target beneficiary of the project (teachers, students, both)<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Is it possible to give some sense of scale? How many students have gone through the project? How many teachers trained? etc<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">What are the primary and secondary aims of the project<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">What methods and approaches does the project make use of to achieve its aims<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">How is the project designed to ensure broad engagement in formal educational settings (e.g. does it align with a national educational framework, does it engage with teacher training organisations, does it fit within a specific curriculum subject)<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">What were the key steps which needed to be taken to ensure engagement within formal educational settings.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">To what extent does the methodology connect to key legal documents associated with domestic law\/human rights frameworks etc\u2026 are teachers\/students encouraged to actively learn about those instruments and frameworks?<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">To what extent does the methodology enable students to learn about their own religion or belief, or to learn about where and how their religion or belief may be different to others?<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">To what extent does the methodology enable students talk about freedom, (what it means to be free, what it means for others to be free, and what it might mean or feel like to have those freedoms restricted specifically in relation to FoRB)?<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">To what extent does the methodology enable students to learn about Human Rights, that they are for everyone everywhere and that FoRB is a human right? (NB it is recognised that human rights in particular as a framing might be problematic, if that is the case, please say a little why this is the case, and what language or framing is better suited in your context.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Extension question!<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">If you would like, please can you share a little bit about why the project was set up in the first place.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Josh Cass, FoRB in Education Case Studies Understanding how FoRB is being taught in classrooms around the world Free For All Education is producing a series of briefing papers about FoRB and Education. The next paper in the series will include a selection of case studies about how different actors in different parts of the &hellip; <\/p>\n<p class=\"link-more\"><a href=\"https:\/\/dto.world\/index.php\/questionnaire\/\" class=\"more-link\">Continue reading<span class=\"screen-reader-text\"> &#8220;Questionnaire&#8221;<\/span><\/a><\/p>\n","protected":false},"author":3,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-3617","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/dto.world\/index.php\/wp-json\/wp\/v2\/pages\/3617","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/dto.world\/index.php\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/dto.world\/index.php\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/dto.world\/index.php\/wp-json\/wp\/v2\/users\/3"}],"replies":[{"embeddable":true,"href":"https:\/\/dto.world\/index.php\/wp-json\/wp\/v2\/comments?post=3617"}],"version-history":[{"count":2,"href":"https:\/\/dto.world\/index.php\/wp-json\/wp\/v2\/pages\/3617\/revisions"}],"predecessor-version":[{"id":3622,"href":"https:\/\/dto.world\/index.php\/wp-json\/wp\/v2\/pages\/3617\/revisions\/3622"}],"wp:attachment":[{"href":"https:\/\/dto.world\/index.php\/wp-json\/wp\/v2\/media?parent=3617"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}