Building Human Rights Communities in Education*
Human Rights Commission (New Zealand)T

wo developments have put the spotlight on the right to education in New Zealand. In 2002, Amnesty International approachedhuman rights organizations and educators to propose a joint projectto support the development of New Zealand schools as “human rights communities”, where human rights principles were reflected in both the formal
and informal curriculum.1 In 2003, He Tāpapa Mātauranga/The Right to
Education Framework, was distributed by the Human Rights Commission
as one of a series of discussion papers in the New Zealand (NZ) Action Planfor Human Rights consultation process. Submissions on the discussion
document and information gathered from the national consultation processcontributed to a status report on the right to education in New Zealand(2004).2
The report found that while New Zealand was successfully ensuring
education was available, improvement could be made to ensure education
promoted, respected and fulfilled the country’s human rights aspirations
and obligations.3 As a consequence the NZ Action Plan for Human Rights(2005) proposed a series of priorities for education.
In 2006, a coalition of Amnesty International, the Development
Resource Centre, the Human Rights Commission, the Office of the Children’s
Commissioner, and the Peace Foundation commissioned a baseline study to
235

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H u m a n R i g h t s E d u c at i o n i n A s i a - Pa c i f i cgather information about human rights education in early childhood education (ece) centers and schools in New Zealand.
Drawing on interviews with agencies involved with human rights education, case studies of ece centers and schools, a mail-out survey and areview of literature, the study analyzed the understanding and practice ofhuman rights education and the extent to which centers and schools that
constituted “human rights communities” understood, promoted and respected human rights.
The study found a range of government and non-government initiatives
in New Zealand contributing to improved human rights for children andyoung people in education. It also found that these initiatives tended to address aspects of the education experience only, were relatively ad hoc, andwere not consistent across the nation.
International programs in Canada, England and Ireland are relevant to
New Zealand.4 Extensive research carried out on these initiatives has foundthat when human rights are central to the whole school, students show
higher self-esteem, are more accepting of ethnic minority children, more
optimistic about their future, show improved behavior and an increased respect for the rights of all. It also found that more time is spent on teaching,
resulting in an increase in student achievement.
This article introduces the concept of human rights communities in
education, highlights challenges to the realization of the right to educationin New Zealand, identifies the extent to which ece centers and schools intentionally, explicitly and systematically ensure the human rights of those
involved in education, and proposes a way forward.
Human Rights Education and the Treaty of Waitangi
Much custom, lore and practice that guide tāngata whenua (people of theland/Maori people) are consistent with international human rights.
Te Mana i Waitangi/Human Rights and the Treaty of Waitangi traced
the development of international universal human rights and the commitments contained in the Treaty of Waitangi.
It concluded that Treaty rights and human rights may be approached ascomplementary concepts. Both govern relationships among people in New
Zealand and between peoples and the Crown. The Treaty and human rights
form part of New Zealand’s constitutional framework, and affect how public

Building Human Rights Communities in Education

237

officials should conduct themselves. Neither group of rights is set in stone.
Instead both have evolved over time and will continue to evolve. At times
there will be conflict between rights but resolving such conflicts throughnegotiation is a feature of dynamic, democratic societies. 5
Māori will often choose to refer to their Treaty rights rather than their
human rights, even when both frameworks uphold the same issue. Given
the autonomy to do so, tāngata whenua will connect human rights with aMāori world view. The Draft Charter of the Rights of the Māori Child6 published in 2002 by (the then) Early Childhood Development is an example.
The ethos of this charter is that “the Māori child, like all other children
around the world:• has human rights which are the basis of freedom, justice and peace• needs special care and attention• grows up best within a loving whānau (extended family)• needs legal and other protection• will flourish in an environment that acknowledges and respects
their cultural values.”
The cornerstone of the Charter is the development of a cultural context,
a whakapapa/genealogy, for human rights. In this case the genesis is that of
Te Whāriki, the Ministry of Education’s early childhood curriculum policy
statement.
The Baseline Study: Summary of Findings
A baseline study was carried out during 2006 to gather information abouthuman rights education in early childhood education centers and schools in
New Zealand. 7
In summary the research found:• In addition to the regulation, funding and provision of ece services
and primary and secondary schooling there are a number of government
and non-government initiatives in New Zealand that contribute to the realization of the right to education• While participant early childhood education centers and schools
had a general understanding of human rights based education, and while
specific practices could be aligned with human rights principles, they were
not articulated as such

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H u m a n R i g h t s E d u c at i o n i n A s i a - Pa c i f i c• Of the education sectors, the early childhood sector through thenational curriculum Te Whāriki reflected a more deliberate and comprehensive approach toward the creation of a human rights environment. Bestpractice in early childhood education centers was evidenced by those thatconsistently demonstrated the principles and strands of Te Whāriki
• The opportunities presented by the developing draft New ZealandCurriculum are significant• Characteristics of participant early childhood education centersand schools that demonstrated best human rights education practice included the following:‑	 a whole of center/school approach—students, teachers, leaders,managers and governors model human rights‑	 a positive and active relationship with the center/schoolcommunity‑	 members of the center/school parent and whānau community
are supported to understand, and encouraged to model, humanrights‑	 the centrality of community and whānau to the strategic direction,priorities, planning and resourcing of the school/service, such as
Playcenter, and Te Kāhanga Reo (childhood education centers)‑	 participation of children and young people in decision-making‑	 encouragement of children and young people to be outwardlyfocused, on local, national and global issues‑	 interweaving of human rights education throughout the wholecurriculum‑	 innovative approaches to student management such as restorative
justice principles, peer mediation, student engagement initiatives,
consistently reinforced across the whole school community‑	 physical environment that reflected and encouraged diversity andlearner-centeredness.
• There is a lack of specific human rights resources available. Most
centers/schools rely on resource materials that are developed and provided
centrally in order to implement the planned curriculums. Only a few of theece centers and schools involved in the baseline study could identify resources that could support the delivery of human rights education.
• If there was a common feature to centers/schools it was that they
were driven by influential and passionate individuals.

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Building Human Rights Communities in Education

Case Studies
The ten case studies in this report provide examples of early childhood education centers and schools that implement aspects of a human-rights-based
education community. The case studies include situations where regular activities are approached creatively, and those that involve new and innovative
practices that could be considered as international exemplars.
It is anticipated that most centers/schools would be able to relate tocomponents of these case studies and be encouraged to develop their own
initiatives to build human rights communities in education.
Case Study 1: Motu Kairangi Te Kohanga Reo, Wellington

Type

Roll

Student ethnicity

Last ERO report

Te Kohanga Reo

18

Maori

2002

•
•
•

100%

Human rights-based education can address communal rights, not just individual rights
Human rights communities create choices for students, staff and management
Human rights communities are self-critical and solution-focused

In 1982 the Kōhanga Reo9 movement became a champion for economic, social and cultural human rights for Māori children and their whānau/family. The explicit statement of the accountability of the individual to thecommunity gave a communal lens to human rights that was unique at thattime. Te Korowai describes these human rights in five principles: 10
Principle 1: It is the right of the Māori child to be raised in the Māori
language within the bosom of the whānau.
Principle 2: It is the right of the whānau to nurture and care for the mokopuna/children and grandchildren.
Principle 3: It is the obligation of the hapū/clan to ensure that the whānau
is strengthened to carry out its responsibilities.
Principle 4: It is the obligation of the iwi/tribe to advocate, negotiate andresource the hapū and whānau.
Principle 5: It is the obligation of the government under Te Tiriti o
Waitangi (Treaty of Waitangi) to fulfil the aspirations of the Māori people
for its future generations.
Motu Kairangi Te Kōhanga Reo is located within a community hub that
includes a playcenter, a community center and hall, an art club and a publicplay area. It was part of the beginnings of kōhanga reo. It opened in 1982

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in borrowed rooms and after eleven years, and with assistance and support
from Pākehā11 community groups, Motu Kairangi moved into its own building. Motu Kairangi staff believe that human rights include the ability to makechoices, and promote this by welcoming tamariki/children of all ethnicities
to learn Māori language and culture. Whānau constitute the managementof the kōhanga reo. Kaiako/teachers are informally and formally involved inall decision-making. Kōhanga reo are essentially whānau centered. Whānau
are involved in the development and use of the curriculum through theircurriculum collective.
The Kōhanga Reo movement that Motu Kairangi is part of is, at its mostbasic, about whānau coming together, united by a passion for their tamariki
to learn Māori language and culture. Motu Kairangi has demonstrated acommitment to, and growing understanding of, the human rights of theircommunity for over twenty-four years.
Case Study 2: St Francis Whanau Aroha Center, Rotorua
Type

Roll

DecileStudent ethnicity

Education & Care Centre

27

NA

European/Pakeha
Maori
Other

•
•
•
•

Last ERO report
33%
59%
7%

2006

Human-rights-based education provides a framework to understand community needs
Human-rights-based education relies on good planning
Human-rights-based education transforms student, staff, management and community expectations of life
Human rights communities involve and are guided by the whole community

Funded through the Waiapu Trust, the St Francis Whānau Aroha Center
is a free early childhood education service with a family support center attached. While St Francis would not have articulated its goals in terms ofhuman rights, it is clear that the right to education is the first consideration,with its philosophy “to provide affordable childcare to anybody”.
Referrals are regularly made to the Center from social service agencies.
These children often have high needs. Programs are aimed at ensuring that
all members of the Center respect and value each other. Through restorative
methods of conflict resolution, children learn “how to interact peacefully
with other children.” The Center works with whānau and children to ensure
programs and resources, such as Wāhi Patu Kore/Smackfree Zone, are relevant and accessible.

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Building Human Rights Communities in Education

Whānau and community involvement in the planning of programs is
encouraged as is parental responsibility. Parents are encouraged to stay andbe involved during the day. The Center sees this as a social needs wraparound service to whānau.
Staff say getting the community to feel comfortable in the Center environment has been challenging, but one testimonial of their success is that“in an area of a lot of graffiti, a lot of vandalism, this place has never been
touched.”Case Study 3: Glenview Primary School, Hamilton

Type

Roll

DecileStudent ethnicity

Contributing

94

1

European/Pakeha
Maori
Pacific
Other

•
•
•

Last ERO report

2%
35%
50%
7%

2005

Human rights-based education is for whanau
Human-rights-based education can be directive
Human rights communities are consistent in the application of their values

The focus of Glenview Primary School is “respect for ourselves; respect
for others; respect for learning; and respect for the world.” It is assumed thatchildren have the maturity to be able to take ownership for their behavior,relationships and needs. Accordingly the school values what the children
bring to it, and this is considered in the planned and assessed curriculums.
Each year parents and caregivers are asked to inform Glenview of their
expectations of the school. The religious affiliations of many in their local
community, for example, are recognized as an important component of theschool’s values program.
Priority is given to the well-being of the whole child, driven by a philosophy that in order to be successful learners children need to be “building
resilience and self-efficacy.” The school acts as a locus for public health activity in the community and is committed to being a healthy school. The school
is engaged with whānau, regularly giving public health and child safety advice to parents and ensuring their involvement in the school community.
In 2005 the school gained support through a Pasifika Initiative that funded
home-school partnerships.

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H u m a n R i g h t s E d u c at i o n i n A s i a - Pa c i f i c

The emphasis on partnership is reflected by the school. Adult role models for boys and girls are sought out and encouraged to be involved in theschool. An outstanding kappa haka (Maori cultural performance) group andexcellent music program give the school and community an opportunity to
showcase this relationship.
Case Study 4: Otumoetai Intermediate School, Tauranga

Type

Roll

DecileStudent ethnicity

Contributing

94

1

European/Pakeha
Maori
Pacific
Other

Last ERO report

2%
35%
50%
7%

2005

Human rights communities are future oriented
Human rights communities are a leader in their whole community
Human rights communities self-reviewing

In 2004, questionnaires were sent to over 1,300 past and presentOtūmoetai Intermediate School students to gather information that would
help create a school vision. This initiative was motivated by research thatshowed that effective schools are the ones that are galvanized around sharedgoals and values.
This vision was developed in consultation with students, and student
expectations were discussed within the school, among students, teachers,
parents, and peers. Initiatives have been developed to realize the vision suchas Costa’s “Habits of Mind” to develop higher level thinking, a Speak Up
campaign to address bullying, an Achievement Recognition Programme
recognizing citizenship along with sporting, academic and cultural achievements, and moving from a punitive to a positive discipline approach with aRedirection Programme.
Beyond the school, Otūmoetai is committed to the journey of a student through a schools’ cluster that includes six contributing schools, theIntermediate school and Otūmoetai College. This cluster seeks to identify
the desired character and values for a graduating Year 13 student. The college and intermediate schools are aligning their strategic plans, and aim to
do so with the contributing schools.

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Building Human Rights Communities in Education
Case Study 5: Nayland College, Nelson

Type

Roll

DecileStudent ethnicity

Co-educational

1,506

7

European/Pakeha
Maori
Pacific
Other

•
•
•

Last ERO report

78%
12%
1%
9%

2005

Human-rights-based education uses the opportunities afforded by the curriculum
Human rights communities are safe places for students to be themselves
Human rights communities are externally focused

Students nurtured in a safe and consistent environment is known as the‘Nayland Way’. The school considers that its major role in the community is“turning out students who are good citizens.”
The school is known as “the friendly school” and for fostering diversity
and tolerance. Human rights are inherent in this approach, and are demonstrated in the range of groups that have sprung up such as a homosexual
rights group, chogm/Youth UN,12 senco,13 and Amnesty Internationalgroups. Human rights are also demonstrated in the strategic initiatives inthe school, such as the establishment of a program for international students, and a ready access for students to management, peer mediators, andstudent council.
A commitment to diversity and tolerance is exemplified in the Social
Studies program that is extended as an inter-disciplinary subject to Year 13.
The Social Studies program offers students an opportunity to learn about
and debate human rights. The discussion format allows open debate, andcontributes to the flexibility of the curriculums. (Researchers observed asession, for example, in which the subject of discussion was the research
focus - the extent to which the school reflected a ‘human rights community’.)
Case Study 6: Opotiki College, Easter Bay of Plenty
Type

Roll

DecileStudent ethnicity

Co-educational469

2

European/Pakeha
Maori
Pacific
Other

•
•
•

Human rights communities learn from other communities
Human rights communities use simple, easy to understand processes
Human rights communities seek to restore relationships

Last ERO report
30%
69%
0%
1%

2003

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H u m a n R i g h t s E d u c at i o n i n A s i a - Pa c i f i cŌpōtiki is a now a ‘Restorative School’. In the past however, it had a highnumber of suspensions and stand downs, largely in response to the prevalence of drugs in the community which was having an impact on the school.
By becoming involved in the ‘Student Engagement Initiative’ the school has
committed to restorative justice principles.
Being a restorative school has involved professional development for all
in the school community and consistent application of the restorative justiceprinciples by teachers, managers, governors and students. In the first six
months of the 2006 school year there were no suspensions or stand-downs.
The detention system has been overturned and, more importantly, it appears that students’ emotional intelligence has developed.
Up to August 2006 there were ten restoration conferences between theschool, whānau and students which the previous year would have resulted in
the same number of suspensions. Underpinning the new system is a school
values education program called the “Cornerstone Values.” Each term one
value is highlighted, and becomes the key word for the school community.
When the school visit was undertaken the key word was ‘Responsibility’,promoted in homework sheets, newsletters, displays in library and the staff
room, and the local media. The promotion of common values gives a basepoint when behavior modification is desired.
The principal said that “without taking up too much of our time it has
had quite a big impact.”
Case Study 7: Pompallier Catholic School, Whangarei

Type

Roll

DecileStudent ethnicity

Secondary

485

8

European/Pakeha
Maori
Pacific
Other

•
•
•
•

Last ERO report
66%
19%
2%

2003

13%

Human-rights-based education is internationally aware
Human-rights-based education encourages dialogue with students
Human-rights-based education addresses real life issues
Human rights communities debate differences in world view and clash of human rights, rather than avoid
conflictPompallier Catholic College is a special character school with a reputation for good academic achievement, a family-oriented philosophy and an
open door to a diverse, socially contributing student population.

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Building Human Rights Communities in Education

Staff and management believe this is a result of explicit connections
made between the school’s commitment to the Marist philosophy of goodscholars, good Christians, and good citizens. They endeavor to work withstudents and the wider community to “live in harmony,” or more specifically, restoring and maintaining relationships between diverse individuals
with differing needs.
The intersection of faith, knowledge and personal opinion is exemplified by the religious education classes which are compulsory and aim to encourage students to engage with issues of ethics, human rights, and social
justice. At an observed session it appeared that an environment had beencreated that enabled an open space for debate, and encouraged critical reflection. The discussion reflected on the decision of Mark Inglis’ climbing
party on Mount Everest in May 2006 to leave a dying climber, and required
students to understand and apply human rights thinking in a specific andcontemporary way. The teacher did not promote a particular answer.
The environment at Pompallier is further enhanced by a student management system that is based on a restorative justice conference system.
Case Study 8: Selwyn College, Auckland

Type

Roll

DecileStudent ethnicity

Secondary

1,068

5

European/Pakeha
Maori
Pacific
Other

•
•
•

Last ERO report
38%
9%
11%
42%

2004

Human-rights-based education can be all encompassing
Human rights communities are driven by committed and passionate people
Human rights communities are open spaces for wider communities to express themselves

The baseline study found strong elements of a human rights-based
community at Selwyn College within an environment that values “individual
self-determination coupled with concern for the rights of the community,
personal and professional development, social equity and justice, mental
and physical health, comprehensive pastoral care, a safe learning environment, a sense of community, co-operative decision making, diversity, cooperative learning, openness to challenge, restorative justice, and effective
social interactions.”
These values are demonstrated at all levels, by a power-sharing management, by staff who actively guide the culture and organization of the school,

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by students who have been given agency in decision-making, and by whānau
who are encouraged to be regularly involved with the school.
The Universal Declaration of Human Rights underpins the school’s philosophy. It is visible, regularly articulated, guides interactions, and is manifest in the emphasis on the “dignity of the person.” A range of classes andactivities demonstrated this commitment.
The ‘Global Education Classrooms’ educate Year Nine and Ten students
in all areas of the curriculum with a constant focus on human rights andglobal issues.
A Student Mediation Team has been found to be particularly useful andnecessary with helping junior students deal with bullying and harassment.
An early childhood education center on the school grounds for refugee
children supports home language and culture learning, and has a free-flow
approach which allows family members to visit the center throughout theday.
Case Study 9: Waimea College, Nelson

Type

Roll

DecileStudent ethnicity

Co-educational

1,208

8

European/Pakeha
Maori
Pacific
Other

•
•
•

Last ERO report

88%
10%
0%
2%

2005

Human-rights-based education is action-oriented
Human-rights-based education leads to measurable changes
Human rights communities clearly communicate their vision

Waimea College teaches human rights in social studies and health andhas an extensive leadership program in Years 10, 12, and 13 promoting civics and values in students’ personal conduct. Management is expected to bea role-model to staff and students in their class visits, school assembly addresses, seminars with senior students, and through extracurricular involvement. A comprehensive program of class placements and seminars ensures
teacher trainees are well versed in the values of the school.
Christchurch College of Education offered a Mental Health Promotion
contract to schools in the South Island which Waimea took up to conduct
a Mental Health Promotion survey. The school went beyond the demandsof the contract by basing the survey on the Mental Health Foundation’s247

Building Human Rights Communities in Education

Guidelines for Mentally Healthy Schools and by surveying student years
nine and ten, management, staff, and the Board of Trustees.
Two areas of concern were teasing and bullying. This led to a Year Nine
‘teasing’ module and a zero tolerance bullying policy. A training day was
undertaken with boys and girls separately. Teachers addressed the issues in
the classroom and began a three step restorative process.
The impact of the new policies and modules was soon apparent. There
were thirty-two reports of bullying and teasing in the first week, two in thesecond week, and three in the third and fourth weeks. The system became
self-regulating and is consistently reinforced through role-playing, counselling, the leadership program and a social worker and nurse in the learning
center.
Case Study 10: Wainuiomata High School, Wellington

Type

Roll

DecileStudent ethnicity

Co-educational937

3

European/Pakeha
Maori
Pacific
Other•

Last ERO report

53%
33%
9%
5%

2003

Human rights communities are concerned with the whole person

Te Matariki is a holistic student center, located within Wainuiomata
school, and houses a wide range of services to ensure that the learning environment is safe. It was initiated because of the school’s belief that educational achievement in a lower socio-economic community required awhole-student approach. Te Matariki’s services include guidance counsellors, social workers, careers advisors, a medical center that supplies free
medical care and prescriptions to students, peer mediation and comprehensive tracking of student attendance.
Reportedly the impact has been dramatic. When the school opened in
2002 it had “appallingly low academic results” which have risen considerably
since. The center has caused some tensions with families, particularly in relation to sexual health (33 percent of referrals to the medical center are forsexual health, and about half of consultations are about sexual health) but
others are very supportive of the service. Most fundamental to the school’s
approach is that the needs of the young people are addressed which supports their successful participation in the school.

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H u m a n R i g h t s E d u c at i o n i n A s i a - Pa c i f i c

Survey Responses
As part of the baseline study survey questionnaires were sent to two hundred
ninety seven early childhood education services and two hundred eighty
seven schools. Centers and schools were asked about their understandingof human rights education, features of a service or school as a human rights
community, and examples of best practice.
There was a continuum of responses within and between centers andschools. While many of the schools had contact with human-rights-basedorganizations and were running programs that provided a practical outworking of human rights principles (such as Cool Schools and restorative
justice programs), most schools did not consider they were providing specific human rights education.
Most schools stated that they did not understand how to integrate human rights education provision into the curriculum, environment and organization of the school and structures, and that resources to support quality
human rights education were lacking.
Schools with the most extensive responses identified best practice inhuman rights education as providing comprehensive teaching on humanrights, active respect for and demonstration of human rights within theschool context, participation and lobbying in human rights issues in thewider community and the world, and equality of opportunity.
Ece centers demonstrated significantly more confidence in and understanding of human rights education. The majority of responses focused ona definition of human rights education that ensured accessibility of earlychildhood education to all and equitable and fair treatment of all children,
regardless of socio-economic, gender, ethnic, religious and cultural differences. Respondents seemed confident that human rights were integrated in
the curriculum Te Whāriki.
There were several centers that believed they lacked human rights education resources, but most were able to identify general resources used in thelearning environment (books, posters, puzzles, dolls, audio and video tapes)
as the central means of communicating about human rights to children.
All but a couple of ece respondents considered that their center wasa human rights community. The key indicators the respondents identified
were fair and equitable treatment of all children, the rights-based approachBuilding Human Rights Communities in Education

249

of Te Whāriki, and the diverse range of backgrounds of the children enrolled
at their services.
New Zealand Initiatives
The baseline study found that there was a range of government and non-government initiatives in New Zealand that were contributing to the realizationof human rights and responsibilities in centers and schools. (Unfortunately
it has not been possible to include all the initiatives in this report.)
Government Programs
Early Childhood Education: Te Whāriki
The principles, strands and goals of this curriculum meet the broad
standards of acceptability, adaptability, accessibility and availability.14
Further, the responses of early childhood education services to the baseline
study reflected a greater comfort with the language of human rights, and aclear understanding of what human rights education might look like, withoften direct reference to Te Whāriki.
Ministry of Education: NZ Curriculum: Draft 2006-200715
Proposed curriculum changes introduce greater alignment with theearly childhood education curriculum, Te Whāriki. Although in draft form,
proposals indicate that the curriculum will reflect more strongly a humanrights framework such as: integral placement of the Treaty of Waitangi;
recognizing the importance of te ao Māori (Maori language) to all New
Zealanders; delivery of the curriculum through te Reo Māori and New
Zealand Sign Language; and explicit inclusion of human rights education inlearning. As this report goes to print, Te Kaupapa Marautanga o Aotearoa(Mâori Medium Curriculum) for kura kaupapa Mäori is under consultation.
Ministry of Education (MoE): Schooling Strategy16
The focus for the Ministry of Education is to increase student achievement through improving teaching effectiveness, increasing the engagementof families and communities, and building the quality of education providers. Examples of MoE-funded programs include the Student Engagement
Initiative (sei), the District Truancy Services (dts), the Suspension

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H u m a n R i g h t s E d u c at i o n i n A s i a - Pa c i f i c

Reduction Initiative (sri), and the project to promote positive behavior inschools. The sri and the sei, which identify schools or regions that have unusually high levels of student disengagement, sets targets for improvement,
monitors change, and employs facilitators to work locally. These initiatives
encourage achievement for all students by supporting teachers, enhancing
support for schools with challenging students, and working across agencies
to improve social services to better support specific groups, families andindividuals. 17
Ministry of Youth Development: The UN Convention on the Rights of
the Child: Five Year Work Programme 2004-200818
The myd is focused on addressing education disparities, non-participation of specific ethnic groups and barriers to access, and raising awarenessof the convention and children’s rights.
Non-Government Programs and Independent Crown Entities
Amnesty International in schools19 has over one hundred school and youth
groups nationwide. A recent survey of Amnesty International group student
leaders and teacher coordinators in New Zealand schools indicated thatboth students and teachers derive benefits from being involved in a humanrights group.
Aotearoa Global and Development Education Network20 is a coalitionof representatives of non-governmental organizations, educationalists,
community groups, and individuals that focus on educating around such issues as poverty, violent conflict, communicable diseases, international debt
and trade, environmental degradation, and human rights, and how they affect individuals, communities and societies globally.
Associated Schools Project - Net21 was established by unesco
International in 1953. ASPnet today links students and teachers from over
5,000 educational institutions across the world with the aim of fostering international peace and understanding. Over sixty schools in this country are
involved, including several that have been part of this baseline study.
Cool Schools22 is a restorative conferencing program run by the Peace
Foundation. It focuses on the primary and secondary sectors and on thehome. It introduces peer mediation into the classroom and playground,teaching children to resolve their own conflicts, trains student and staff me-Building Human Rights Communities in Education

251

diators and encourages the reinforcement of these skills in the home. The
Peace Foundation is also piloting a new program, Roots of Empathy.
Development Resource Center is a development and global issues information and education organization, that includes Dev-zone and the Global
Education Center, working for ‘change for a just world’.
Health Promoting School program23 was initiated by the World HealthOrganization in the early 1990s and in NZ in 1993 by the New Zealand
School Trustees’ Association (nzsta). It involves a framework which works
in partnership with the whole school community to identify and address
health issues of concern.
Human Rights Commission/Te Kāhui Tika Tangata24 promotes the rightto education through all its key functions—education, advocacy, mediation,
policy development, monitoring and evaluation.
Mindful Schools Resource25 is an online resource that includes an introduction to school mental health promotion. It is designed for teachers andstudent teachers in secondary education, to provide guidance on supporting
the mental health of people in school communities.
Quality Public Education for the 21st Century (qpe 4 21c),26 producedby nzei Te Riu Roa, is a well-researched and evidence-based paper that setsout strategic policy and proposals for a public education service in New
Zealand. Principle 1 recognizes education as a human right and public goodand poses the Right to Education Framework as a strategic tool.
Many schools in New Zealand have been involved with formal and informal Restorative Justice Programs in their student management systems.27
Restorative justice has been found to be a viable alternative to punitive
management, provided it is used consistently with backup training for staff,
management and students. 28
Safety in Our Schools29 is an action kit with a health and wellbeing
focus. Strategies are based on the health and physical well-being curriculum including the Youth Development Strategy Aotearoa, Youth Health: A
Guide to Action and the New Zealand Youth Suicide Prevention Strategy
and Health Promoting Schools. Connected to this, Safety in Schools forQueers (SS4Q)30 was launched in 2005 to confront discrimination, harassment and bullying in schools for queer students and teachers.
Upstart Magazine31 is produced by Save the Children Fund in collaboration with Tearaway Magazine. It is written for and by 7-12 year olds andincludes educational content about an aspect of child rights, communicates252

H u m a n R i g h t s E d u c at i o n i n A s i a - Pa c i f i cwith young people about these issues and supports the provision of educational and entertaining material for children.
Unicef School-Room32 creates information resources teachers and students can use to build their knowledge about the important issues in children’s lives around the world.
Young People’s Reference Group (Office of the Children’s Commissioner)is made up of ten young people from 12 to 16 years, from different parts of
New Zealand. The group has been established to “help occ make decisions
about the work it does, to talk to occ and to help them find out what’s happening with children and young people in our communities, and to explore
children and young people’s rights and what they mean in New Zealand.”33
Programs
Building Human Rights Communities in Education
Building Human Rights Communities in Education is an initiative developed by a coalition of agencies—Amnesty International, the Development
Resource Centre, the Human Rights Commission, the Office of the Children’s
Commissioner, and the Peace Foundation. The vision is for early childhood
education centers and schools to become communities where human rights
are known, lived and defended.
The initiative is working to promote the development of ece centersand schools as human rights communities by:
1. Facilitating a rights-based approach to education that includes,• human rights through education: ensuring that all the components
and processes of learning, including curriculums, materials, methods
and training are conducive to learning about human rights• human rights in education: ensuring the respect and practice of thehuman rights of all in early childhood centers and schools
2. Supporting the Ministry of Education and others in introducing theUnited Nations World Programme for Human Rights Education by:• analyzing human rights education in early childhood centers andschools, and disseminating the results of the study• identifying the stakeholders that are critical to the implementationof the World Programme and engendering their support• facilitating discussion with key stakeholders to set national priorities and develop a strategy that involves,

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253

—
—
—
—

policy and legislation development and implementation
the learning environment
teaching and learning practices
education and professional development of teachers and other personnel• supporting the implementation, monitoring and evaluating of theWorld Programme.
International experience shows the positive impact of collaborative
human rights education programs that involve both obligatory and aspirational strategies 34 35 and that move beyond the rhetoric of children’s rights
to the mainstreaming of a human rights perspective into all public policy.36
Initiatives implemented over the past decade indicate a move in this direction. The Schooling Strategy goal “All students achieving their potential”,
for example, sets out three priorities: all students experience effective teaching; children’s learning is nurtured by families and whānau; and practice isevidence-based. The practice of human rights in early childhood services
and schools has the potential to contribute to this public policy.
Professional development has been critical in changing educational
pedagogies, and it is likely to be the key to developing an educational workforce equipped to ensure education is human-rights-based.37 38 39
Recommendations
Those involved in education in New Zealand:
Recognize and act on their responsibility to ensure early childhood
education centers and schools explicitly meet New Zealand’s human rights
obligations.
Early Childhood Education Centers and Schools:
Develop a whole center/school approach to human rights-based education in which human rights are integrated throughout the formal curriculum, the teaching and learning environment, and the school organization.
Identify those practices that contribute to the integration of humanrights in their centers/schools, and submit these to the Building Human
Rights Communities in Education database to be publicly available.

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Ministry of Education:
Amend the National Education Guidelines to make explicit New
Zealand’s obligation to provide education that conforms to human rights
standards.
Work with other agencies to ensure human rights concepts and practices are integrated into all aspects of education including,• policy and legislation development and implementation• the learning environment• curriculum principles, values, key competencies and learning areas• teaching and learning processes• education and professional development of principals, teachersand other education staff.
Conclusions
The base-line study showed that some early childhood education centersand schools are involved in initiatives that contribute to the realization of
New Zealand’s obligation to provide education that conforms to humanrights standards. The study also highlighted the ad hoc nature of these initiatives and the lack of connection between them.
This publication introduces the concept of early childhood education
centers and schools as human rights communities. Rather than an added
impost to an already busy center/school existence, this concept offers aframework that will weave through the day-to-day life of the center/school,
and that will provide tools, an approach and a language to address issues
experienced by centers and schools.
The extent to which children and young people in New Zealand are able
to fully enjoy their basic rights depends on the extent to which all people
in New Zealand enjoy human rights. Equally, a society that meets the basic
rights of its children and young people (to freedom from discrimination,
education, health, an adequate standard of living and safety from violence)is building a future in which all its members are more likely to enjoy their
human rights.
Early childhood education services and schools that organize as humanrights communities will confront human rights abuses against children andyoung people, enable young people to leave school with a strong sense of

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their own value, confident in their ability to learn, live and work in a variety
of settings, and able to respect, appreciate and value diversity and difference.
*This is a shorter version of the report of the same title published by the Human
Rights Commission in May 2007.

Endnotes
See Janine Mcgruddy, “Human Rights Education in New Zealand – The
Challenge of Developing “New Zealand Schools as Human Rights Communities,”
Human Rights Education in Asian Schools 8/89-92.
2
Human Rights in New Zealand Today/Ngā Tika Tangata o te Motu, Chapter
15 (August 2005)
3
Right to Education Framework He Tāpapa Mātauranga (Appendix 2)
4Children’s Rights Centre, University College of Cape Breton, Nova Scotia,
Canada http://discovery.uccb.ns.ca/children/5
Human Rights Commission/Te Kāhui Tika Tangata, Te Mana i Waitangi
Human Rights and the Treaty of Waitangi, June 2003:19 http://www.hrc.co.nz/hrc/
worddocs/67479%20HUMAN%20R%85HTS%20TREATY%20BO.pdf
6
Early Childhood Development: A Draft Charter of the Rights of the MāoriChild: Te Mana o te Tamaiti Māori, Wellington 2002.
7
Ako Consultancy – Jo and Graham Cameron.
8
Te Kohanga Reo (language nest); whānau (family); mokopuna (grand/children); hapū (clan)
9
Philosophy of Te Kohanga Reo: http://www.kohanga.ac.nz/principles.html
10Non-Maori New Zealanders, mostly referring to European New Zealanders.
11
The United Nations General Assembly to the Model Youth CommonwealthHeads of Government Meeting (CHOGM).
12
Special Educational Needs Coordinator
13
Availability - To ensure education is available for all in accordance with humanrights standards.
Accessibility - To ensure access to available education for all in accordance withhuman rights standards. Accessibility also includes affordability.
Acceptability - To ensure that all education provision conforms to the minimum human rights standards.
Adaptability - To ensure education is responsive to the best interests and benefit of the learner, in their current and future contexts.
HRC Right to Education: He Tāpapa Mātauranga A Discussion Document(Auckland: Human Rights Commission, 2004) pages 13-14.
14
Draft NZ Curriculum: http://www.tki.org.nz/r/nzcurriculum
15
MoE Statement of Intent, 2006 – 2011:
http://www.minedu.govt.nz/web/downloadable/dl11148_v1/ministry-of-education-statement-of-intent-2006---2.pdf
1

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MOE, Attendance, Absence and Truancy in New Zealand Schools in 2005
(Wellington: Ministry of Education, 2006).
17
MYA, UN Convention on the Rights of the Child: Five Year Work Programme
2004-2008 (Wellington: Ministry of Youth Development, 2004).
http://www.myd.govt.nz/uploads/docs/1.5.7uncroc2004-08.pdf
18
AINZ School Group survey results released in 2007. http://www.amnesty.org.
nz
19
Aotearoa Global and Development Education Network: http://www.agaden.
org.nz20
UNESCO Program ASPnet: http://www.unesco.org.nz/pa_edu_aspnet.htm
21
Peace Foundation Cool Schools Peer Mediation Programme: http://www.
peace.net.nz/coolschools.htm
22
Health Promoting Schools: www.hps.org.nz
23
NZ Action Plan for Human Rights. http://www.hrc.co.nz/report/
actionplan/0foreword.html The Right to Education Framework/He Tāpapa
Mātauranga is included later in this report.
24
Mindful Schools: http://www.mentalhealth.org.nz/page.php?122
25
NZEI Quality Public Education for the 21st Century: presented by National
President Irene Cooper to the NZEI 2006 Annual Meeting http://www.nzei.org.nz/
annual_meeting/annual_meeting06/documents/QPE421C_000.pdf
26
The range of restorative programs have included the above programs and the
AIMHI project, the New Zealand Police’s Stop Bullying: Guidelines for Schools, andthe Office of the Children Commissioner’s restorative justice project. Where successful, restorative programs have shown to improve the school environment, academic achievement, student behavior and community relationships.
27
Buckley S & Maxwell G, Restorative Practices in New Zealand Schools,(Wellington: Victoria University of Wellington, 2005). See also Children’s Issues
Centre, Developing a more positive school culture to address bullying and improve
school relationships: case studies from two primary schools and one intermediateschool (Wellington: Ministry of Social Development, 2004).
28
New Zealand AIDS Foundation, Rainbow Youth, Out There, Safety In Our
Schools: Ko te Haumaru i o tatou Kura – An action kit for Aotearoa New Zealandschools to address sexual orientation prejudice: (Wellington: New Zealand AIDSFoundation, 2004).
29
Out There, Safety in Schools Campaign: http://www.outthere.org.nz/
SafetyinSchoolsCampaign.htm
30
Upstart Magazine: http://upstartmag.co.nz. Also Tearaway Magazine: http://
www.tearaway.co.nz
31
UNICEF, School Room: http://www.unicef.org.nz/school-room. The UNICEF
Framework for the Development of Rights Respecting Schools is included in Annex
A of this article.
32
Young Peoples Reference Group http://www.occ.org.nz/childcomm/about_us/young_people_s_reference_group,
33
Tomaševski K, “Human Rights in Education as prerequisite for Human Rights
Education” Right to Education Primers No. 4. (Gothenburg: Novum Grafiska, 2001)
page 44.
16

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UNESCO, The Dakar Framework for Action - Education for All: Meeting our
Collective Commitments (Paris: UNESCO, 2000) page 9.
35
Noonan R., “Early Childhood Education: Optional Extra, Privilege or Right?”
Australasian Education Union News 9 (9): 2003.
36
Bishop R, Berryman M, Tiakiwai S & Richardson C. Te Kōtahitanga: The experience of year 9 and 10 Māori students in Mainstream Classrooms (Wellington:
Ministry of Education, 2003) page 132.
37
See also UNESCO, Overcoming Exclusion Through Inclusive Approaches in:
A Challenge and a Vision, Conceptual Paper (Paris: UNESCO, 2003) pages 24-26.
38
Wylie C., Twelve Years Old and Competent (Wellington: New Zealand Council
for Education Research, 2004) page 34.
34

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Annex A
UNICEF Framework for the Development of Rights Respecting Schools
ASPECT 1. Leadership and Management—embedding the values of the UN Convention on the
Rights of the Child in the life of the school.
The School’s Provision?

What validation / evidence isrequired?

A Rights Respecting School
has the UN Convention
on the Rights of the Child(CRC) at the heart of thecore values of a school.
The processes ofdeveloping as a Rights
Respecting School:•
informs the schools
arrangementsfor planning,development andreview. prepares theschool community
to recognise theuniversality ofchildren’s rights andto support the rights
of others locally andglobally•
ensures theschool has strong
arrangements forprotecting pupils
from all formsof abuse andharassment.

The school leadership team has
measures in place to ensure thevalues of the CRC are integrated
into its policies as they are reviewed
at all levels.
The school has a process ofevaluating and sustaining its
culture which is open, transparent
and rights-respecting. Students
contribute to this process.
Teachers have opportunities toimprove their knowledge andunderstanding of local and global
issues and how they relate tochildren and human rights.
Students report that there is aculture of mutual respect for therights of others, evident in all levelsof school relationships.
Students are empowered to workfor change, aware of how the
CRC is a major instrument for
improvements in children’s lives
worldwide.
The school’s physical environmentis a feature of its rights respecting
ethos.

What isalready inplace?

What
needs tobe done?
(Who?
When?
What?)

What
evidenceshows
this has
been
done?

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ASPECT 2. Teachers, other adults and students know and understand the CRC and its relevanceto the school ethos and curriculum.
The School’s Provision

What validation/ evidence isrequired?

1. There is a broad
understanding by thewhole school community(including parents andcarers) of the CRC
and why the school isimplementing it.

1. Parents and community
demonstrate awareness of Article
42 – knowledge and someunderstanding of the content of
the CRC - and its relevance tothe whole school community, thecountry and globally.

2. The curriculum provides
regular opportunities
for students to develop
their knowledge andunderstanding of the
CRC in four contexts, withrespect to each child’s
ability. These contexts are:a. respecting each others
rights in everyday life
b. working for global
justicec. valuing diversity
d. environmental
sustainability

2. The school is maximising
opportunities for cross-curricularconsolidation to extend pupils’
knowledge and understanding of
the CRC.
3. Students are involved in theongoing promotion of respect forchildren’s rights both locally andglobally.
4. All students are knowledgeableof the content of the CRC and
its relevance to themselves,the school and the wider world(appropriate to age and ability).
5. Students can point to rights
principles and their relevance indifferent curriculum subjects/ areas
and across the school.
6. Provisions of Article 29 arereflected in the school’s curriculum,
development plan, policies andvision Statements.

What isalready inplace?

What
needs tobe done?
(Who?
When?
What?)

What
evidenceshows that
this hasbeen done?

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ASPECT 3. Teaching and Learning in Rights Respecting Classrooms
The School’s
Provision

What validation/ evidence isrequired?

The values of the CRC
are reflected in thefollowing aspects of theclassroom experience:•systematic
opportunities
are provided
for children toparticipate indecisions which
affect them•children can think
freely about, andexpress their
views•
there is aclassroom climate
which allows
for different
perspectives andviews. Opinions
can be expressed
without loss ofdignity there isfair and equitable
treatment for all•
children learn
how to be active
contributors toclass, communityand society.

All teaching staff recognise theimportance of modelling rights
and undertake a rights-respecting
approach in their classrooms.
All teaching staff use a wide range ofteaching and learning methods, withhigh levels of participatory teachingand opportunities for student
interaction.
All teaching staff give students
opportunities to make choices intheir learning within the frameworkof the required curriculum, so
curriculum requirements andstudents’ interests and concerns
are met.
Students have opportunities togive constructive feedback to theirteachers
All teachers include aspects of the
global dimension in their lessons,as appropriate, and with a children’s
rights dimension. This is reflected in
the schemes of work.
Students are using a rightsrespecting approach to resolving
conflict.

What isalready inplace?

What
needs tobe done?
(Who?
When?
What?)

What
evidenceshowsthat thishas been
done?

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ASPECT 4. Students actively participate in decision making throughout the school
The School’s Provision

What validation/ evidence isrequired?

1. There are effective andinclusive arrangementsin the school community
for students actively toparticipate in decisionmaking.
2. The school ensuresthat pupils have theinformation they need tomake informed decisions.
(Articles 13 and 17)
3. The school community
makes provision forstudents to support therights of others, globally,nationally and locally.
4. All members of theschool community
understand their
responsibility to listen to
students.

1. School has systems andprocedures that effectively engage
students in the democratic runningof the school, (i.e. implementing
Articles 12 and 13).
2. Students participate in wider
initiatives – local, national andglobal.
3. Students have frequent
opportunities to feed opinions
and suggestions to the school’s
governing body.
4. Students participate in staff
recruitment process
5. An elected School Council/ Union has a responsibility tofunction as ambassadors for the
CRC within the school.

What isalreadyin place?

What
needs tobe done?

Whatevidenceshows that
this hasbeen done?