Te manu ka kai i te miro, nona te ngahere
Te manu ka kai i te matauranga, nona te ao
The bird that eats of the fruit of the forest knows only the forest.
The bird that eats of the tree of knowledge knows the world.

Human Rights Education (HRE) is directed toward,

• "the strengthening of respect for fundamental human rights and freedoms,
• the full development of the human personality and sense of dignity,
• the promotion of understanding, recognition, … equality and friendship among,
• the enabling of all persons to participate effectively in a free society,
• the furtherance of activities … for the maintenance of peace." (UNHCHR, 1996)

Human Rights Education Principles 

The practice of human rights education is consistent with its purpose. Hence the process of human rights education focuses on strengthening respect for the human rights and dignity of participants, and enabling their full and active participation in the learning process. It is,

• accessible, acceptable, and adaptable
• learner/participant-centred
• innovative and adaptable to a wide range of learning environments
• relevant to the social and cultural context of participants
• based on the recognition of Mäori as tangata whenua
• aimed at reflecting on lived experience through a human rights viewpoint
• encouraging of critical thinking and problem solving
• directed toward to the physical, emotional, social, intellectual, spiritual and cultural needs of participants.

Human Rights Education includes:

• human rights as set out in the Universal Declaration
• personal, communal and global human rights
• domestic human rights legislation, particularly the New Zealand Bill of Rights Act 1990 and the Human Rights Act 1993
  human rights and the Treaty of Waitangi
• rights of specific marginalised groups
• mechanisms for addressing human rights grievances.

Human Rights Education encourages people to:

• internalise and apply rights and responsibilities
• reflect on historical processes that have prevented the realisation of human rights and analyse current structures and systems
• critically examine human rights in Aotearoa New Zealand
• prioritise those rights and responsibilities that are most pertinent to a group, community or society
• apply international human rights standards to local and national realities.

Human Rights Education has similar practices and approaches to other forms of education (such as peace, environment, civics, Treaty of Waitangi, union, health, and development education). It needs to be recognised, however, as distinct from them in its substance.