This working paper sets out a practical framework for translating the principle of the oneness of humankind into the design of educational and community programs. Drawing on the experience of grantees across six regions, it identifies the patterns that distinguish initiatives which strengthen the bonds between people from those which, however well-intentioned, leave existing divisions intact.
The paper offers program designers a set of questions to carry into every stage of their work — from curriculum and governance to evaluation — and argues that unity is not merely an outcome to be hoped for, but a discipline to be practised from the first planning conversation onward.