Human Rights in (Catholic) Education. Looking at Human Rights through a Catholic lens

Transcription

1 Human Rights in (Catholic) Education Looking at Human Rights through a Catholic lens

2 Human rights A cross-culturally negotiated, internationally-agreed codification of basic human aspirations as inherent entitlements. Simpson (2008)

3 a common standard of achievement for all peoples and all nations 3

4 Why human rights in education? Because The New Zealand Curriculum (2007) demands it

5 Understand how people define and seek human rights (level 5) Understand how individuals, groups and institutions work to promote social justice and human rights (level 6) Understand that people have roles, rights, and responsibilities (level 2) Recognise instances of discrimination and act responsibly to support their own rights and feelings and those of other people (level 4)

6 Students will be encouraged to value: excellence... innovation, inquiry and curiosity... [cultural] diversity... equity... community and participation for the common good; ecological sustainability... integrity, which involves being honest, responsible, and accountable and acting ethically and to respect themselves, others and human rights. The New Zealand Curriculum (p.10)

7 Why human rights in education? Because Our Catholic Special Character requires it

8 John Paul II This is what we are 1987

9 Human rights Not only align well with our Catholic Special Character, but also provide our children with a secular language that they can share with the wider community.

10 The CTK story so far We are new to this! Teacher Only Day in December 2011 Included in our 2012 Charter This year we are developing our learning community to know, promote and live human rights and responsibilities

11 What does this look like In our school charism? In the classrooms? In the curriculum? In the organisation of the school? In the environment?

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13 As we practise the values of respect, love and service, justice, peace and joy the entire school community will work together to build the Kingdom of God, thereby honouring Christ the King, the name given to our school and parish. This commitment is strengthened by our school motto, Serve God and Grow, and by biblical references that reinforce the importance of these values.

14 Wherever we are, we are called to create community. Be a gift of love and compassion for one another. See a need and respond to it. Attitude of gratitude.

15 Our Religious Education Curriculum Human Rights and the Stations of the Cross Easter and Human Rights Human Rights and the Beatitudes Jesus Advocate for Human Rights

16 Our Religious Education Curriculum Human Rights and the Stations of the Cross Human Rights and Lent Human Rights and the Beatitudes

17 EASTER AND HUMAN RIGHTS, Article 3 We all have the right to life and to live in freedom and safety May Our RISEN LORD, Empower us to respect the dignity of others Accompany us in troubled times when the going is tough especially when faced with peer pressure Show us how to work for peace and freedom with love and hope for eternal life which you have won for us through death and resurrection Teach us to be thankful for the good life we have in New Zealand Enable us to live freely without fear of persecution and to continue making our world a safer and peaceful place Rekindle in us, the blazing fire of love for you and your people and your creation. Room 8, 2012

18 Our Religious Education Curriculum Human Rights and the Stations of the Cross Human Rights and Lent Human Rights and the Beatitudes

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20 Overview of The New Zealand Curriculum and Christ the King Catholic School Special Character at Y7/ Strand Jesus His Son (Term 1) God The Mystery of God Holy Spirit and the Mission of the Church (Term 2) Sacrament / Church (Term 3) Communion of Saints (Term 4) Jesus Strand - His Only Son :The Beatitudes, Treaty of Waitangi, Advocate of the Poor, Kingdom of God AND Human Rights, working for justice and peace as a follower of Jesus Rich Concept and big idea Term 1: Sharing Our Planet God is the giver and sustainer of creation which is entrusted to our care Term 2: Out of this World The Holy Spirit and the Mission of the Church. In carrying out our responsibilities we work for justice and peace. Term 3: Going for Gold / Commiment/Excellence Term 4: Discovering the past: God is the alpha and the omega (suggestion for Y7/8) Attitudes from the Y8 programme (Affective Domain) Demonstrate recognition of the greatness of God Demonstrate the attitudes reflected in the Beatitudes Demonstrate a sense of justice in every day dealings with others Demonstrate openness and sensitivity to other cultures Demonstrate a positive approach to promoting justice, peace and love in the world Respect for the community dimension of the Church Respect the goodness of the gifts of the whole person Show respect for those who have died Compassion and aroha for people who are grieving CTK Charism (Mary Mackillop) CTK school motto: Serve God and Grow Make room for all by being kind Do your best and leave the rest to God See a need and respond to it Attitude of Gratitude NZC Vision p.8 (applies to all year but emphasis is highlighted to match rich concept) Confident, connected, actively involved, lifelong learners Confident Connected Connected Actively involved lifelong learners Connected Principles of the NZ Curriculum (as above) Inclusion, high expectations, coherence, diversity, community engagement, future focus Inclusion High expectations Coherence Diversity, Community engagement, Future Focus Community engagement Future focus Values of the NZC Respect Equity Equity and integrity Excellence/Sustainability Sustainability Key Competencies (see CTK s key competencies) Integrated throughout the year Self Management/ Relating to Others Thinking Participating and Contributing Thinking Using language, symbols and texts Thinking Managing Self Thinking

21 Also Class treaties The Treaty of Waitangi The Convention on the Rights of the Child Social Justice Fairness and Fair Play

22 Our Religious Education Curriculum Human Rights and the Stations of the Cross Human Rights and Lent Human Rights and the Beatitudes

23 Our Religious Education Curriculum Human Rights and the Stations of the Cross Human Rights and Lent Human Rights and the Beatitudes

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25 And Strengthening our school culture and developing shared ways of working together

26 We want our school to be a community where: A strong Catholic faith is evident and we nurture each other on our life journey, Te Wa everyone is respectful and in turn feels respected and appreciated Everyone is a lifelong learner, willing to show initiative and take risks Everyone acknowledges their role as a professional We have high expectations and manageable stress levels

27 Our Religious Education Curriculum Human Rights and the Stations of the Cross Human Rights and Lent Human Rights and the Beatitudes

28 Where to next for CTK? Strategic planning Further integration into all Learning Areas Evolving school charism Humana project in Malaysia

29 Borneo Child Aid Society. Working with Education for underprivileged Children in Sabah. Borneo Child Aid has been involved in providing education for underprivileged children since This presentation is based on our experiences from Sabah, where most of our projects are located.

30 We presently provide education for more than 9000 children in 110 learning centres in Sabah. The coloured spots on the map show all our present centres. Some of which can only be reached by several hours of travelling on a rough road.

31 Three main groups of children are presently our focus. 1. Plantation Children without access to education. 1. Children in towns without access to education. 1. Children of bajau laut and other people lacking access to education.

32 Education for Plantation Children Today the big majority of children in the plantations in Sabah and other of the palm oil growing areas are left without education during their entire childhood, thereby making them likely to become child labourers from an early age.

33 Immigrant children in towns in Sabah In towns in Sabah a great number of mostly immigrant children do not go to school. Without education, they are at high risk of becoming street children. In Lahad Datu and Semporna more than a thousand children are receiving education at our learning centres.

34 Children of minorities such as the Bajau Laut Many bajau laut children in Sabah are growing up on the street without any education at all. They are often living from begging and leftovers from restaurants and they risk all kinds of abuse.

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36 Thank you! Contact: