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Opportunities to push the boundaries: How a little achieves a lot

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Every year CORE Education offers a fellowship to kaiako from all sectors in education and throughout Aotearoa to follow their passions and push the boundaries of educational possibility.

There are some big words in there – “passions”, “pushing boundaries”, “possibility”. The whole concept of the eFellowship is to make a difference by disrupting current ways of doing things. It is premised on a collective, collaborative approach to education, in its broadest sense, and, by being part of a community of learning, transforming into a community of practice that then becomes a genuine community of inquiry.

Supporting learner agency

The Office of the Children’s Commission regularly talks with children and young people throughout Aotearoa to find out their ideas. When granted agency to express their points of view, they were very clear about what mattered to them:

  1. Understand me in my whole world
  2. People at school are racist towards me
  3. Relationships mean everything to me
  4. Teach me the way I learn best
  5. I need to be comfortable before I can learn
  6. It’s my life – let me have a say
    (Office of the Children’s Commission, 2018)

We know from experience, and research, that to achieve equitable learning experiences for all learners and to enable systems level change, takes courage. We know that the organisational climate, the culture of an early years service, kura or school, impacts hugely on learners and on how they feel about themselves. We often hear from kaiako about the challenges of change, of transforming what is, into what could be. The purpose of the eFellowship is to create a space to think about these possibilities with and alongside others.

“As children’s inspirations/ projects evolve, I see my role as the teacher is to give wings to their imagination, to collaborate and create new horizons for new learning. Witnessing how children’s learning evolves as part of the world around them is magnificent!” (eFellow, 2020)

Figuring out that question/niggle.

One of the current approaches used in research is the notion of a puzzle of practice. Some of us at CORE talk about this as a niggle, as a wondering – a ‘why?’ or ‘why not?’. Following through from a niggle to a puzzle to a question about teaching and learning is a process and one of the benefits of the eFellowship takes to heart the mantra “Slow down to speed up” – and dig deep into an issue they are curious about.

We all understand that being in learning environments very often requires quick-fire, responsive solutions to situations as they arise. We also know that we can revert to a default position and rely on responses that work, partially, but don’t actually get to the nub of the issue. So an important starting point is to try something new, and to take time to understand ‘the what’, the why and the how ‘about an aspect of learning and teaching and how it impacts and influences all concerned.

The idea is to transform thinking and the experience of learning. This might be at a personal/professional level, or in a learning space. It may be an idea that needs more substance and fleshing out. This is the opportunity the eFellowship offers kaiako – a chance to explore multiple levels of transformation – a ripple effect that enables all learners (and kaiako are learners too) to succeed.

“Working with ākonga to share and create knowledge, and then to involve them as co researchers in identifying themes and connections has broadened all of our understandings of the forces, assumptions and biases that contribute to why and what we do as teachers and learners. It is powerful for ākonga to be involved in unpacking this for themselves, to move from participating in teacher led surveys and research to analysing their own stories and how they intersect with those of others around them.” (eFellow 2020)

Transform, reimagine, redesign

When we start thinking about curriculum design and education systems, we need to consider future-focused thinking. What will learners need to know? Do our curriculum documents enable us to prepare learners for 21st century living? Think about learning environments at the moment and who they tend to benefit. Who is left out? Which groups are consistently under-achieving?

“As an eFellow, I’ve had the opportunity to reflect on how we, teachers, tend to focus on the final results and how easily this distracts us from observing and enjoying the journey.” (eFellow 2020)

Aotearoa leads the world with its educational ideas which embed te ao Māori and are internationally recognised for using dispositional frameworks in curriculum design and assessment that put the learner at the centre.

“Whānau type relationships that demonstrate we care for our learners and have high expectations for their learning – [things like] understanding whakapapa and knowing who our learners are; their cultural experiences and prior knowledge are foundational to their identity as learners. It’s important to promote a common vision or kaupapa that is focused on the potential of ‘all’ learners to thrive in the education system without compromising who they are.” (eFellow 2020)

The UN Sustainable Development Goals 2030 raise questions to inform curriculum design and implementation by asking:

  • efellowWhat is possible?
  • What is probable?
  • What is desirable?

When we consider these goals and questions in light of our future, we need to think about the type of education provided and the type of education needed. They are not necessarily the same thing. To close, or bridge that gap means thinking about how children and young people learn and how teachers teach: At the heart of this is finding out what learning matters – to the learner, the kaiako, to whānau and to local communities. What brings us together as a society and what supports our identities, languages and cultures?

It starts with a question …

It all starts with a question or a puzzle about learners and/or teaching. There is a short application form and after a selection process, this is followed up with an interview. We look for innovative, courageous ideas – ideas that will make a real difference to learners. Over the years these have been big and small but what they have in common is something new, something fresh, something that makes us look at a familiar process or experience in new ways.

“Why not invest in an assessment process which recognises ‘success’ as the learning process itself?  Observing, analysing and responding to children’s interests has transformed the meaning of assessment in my classroom and it is now a constant part of our routine.” (eFellow, 2020) 

The idea (or niggle or puzzle) is the most important thing to bring to your application. Our research team works closely with the successful applicants through the design process and ethics application. Once approved, CORE whānau throughout the motu (country) support our eFellows to bring their projects to fruition by wrapping our networks and expertise around them. We do this internally and also using our external, community networks.

“When reflecting on our eFellow hui, the moments I found most valuable were those where I was able to bounce ideas off other people. Where I was heard, where I was able to joke, where I didn’t feel afraid to share my potentially half-baked ideas. What became clear is what works for teachers, works for students. We are a reflection of one another and so are our best learning experiences.” (eFellow, 2020)

The eFellowship is about creating and using knowledge by bringing people together and collaborating to solve problems.  That’s how we want to push the boundaries of possibility. We want learning that matters to people and to places, where exciting ideas are made visible and brought to life.

“To the CORE eFellows team – What a year! I am thankful for all of you. Our passionate conversations have reignited my desire to keep going – our rangatahi deserve so much more! To the ākonga who agreed to work alongside me in this process. You have taught me so much. You have been open, giving, vulnerable, honest, hilarious and crazy. This is your work. You have given me a gift of your voices – your stories. I will endeavour to honour that gift.”

Becoming an eFellow

If you are interested in becoming an eFellow you can apply here. The due date for applications has been extended until Sunday 31 January.

This year we’re thrilled to be offering a kaupapa Māori strand of the Dr Vince Ham eFellowship! Educators from Māori medium settings are given the opportunity to explore an aspect of their own localised curriculum through a supported process of rangahau (action research). Apply now >

References

Office of the Children’s Commissioner. (2018). Education matters to me: Key insights [PDF]. Office of the Children’s Commissioner. Retrieved 18 January 2021, from https://www.occ.org.nz/assets/Uploads/OCC-STA-Education-Matters-to-Me-Key-Insights-24Jan2018.pdf

United Nations. Sustainable Development Goals (SDGs) and Disability | United Nations Enable. Un.org. Retrieved 18 January 2021, from https://www.un.org/development/desa/disabilities/about-us/sustainable-development-goals-sdgs-and-disability.html

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Children’s agency, a champion, and a model for advocacy

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When I first heard the word “agency” applied to children, I naively thought that it must refer to child actors. Well, in a way it does, but not in the way I thought. Agency is a word I struggled with. For a long time I found it hard to use – do you grant agency? Allow agency? Provide scope for agency? Deny agency? Is agency the same as choice? Is it voice?

For me, the concept of agency for children makes most sense when thought about in terms of children’s rights (no surprises there), and in particular, their rights to express an opinion. All too often though, the one right which talks about children’s entitlement to a point of view, Article 12 of the UN Convention on the Rights of the Child, is taken out of context. In this blog, I want to put some context around children’s rights to a voice, to be consulted, informed and to express their point of view and their right to say “No, I don’t want to tell you”. I also want to talk about champions – specifically my child’s right hero – Professor Laura Lundy.

Two big ideas – agency and voice

At the moment, there is an unprecedented interest in two big ideas – child agency and child voice. Both these ideas are about children’s rights to participate in all decisions that affect them – their Article 12 rights – the ones most often quoted when it comes to voice. However, unfortunately, the other Articles about children’s rights to a point of view are less well known. These, arguably, concern the ‘agency’ part. Agency is about the ability of the child to actively influence their environment – as a learner, a player, singer, an artist – whatever – and for children, voice is the way they exercise their agency.

But, and it’s a big but, because voice means much, much more than just listening to children. For example, in the table below are all the rights in the UN Convention on the Rights of the Child – the Children’s Convention which, in theory, should support children to take part in matters that concern them.

Articles that support children’s rights to express a point of view

12 Children have the right to say what they think should happen when adults are making decisions that affect them, and to have their opinions taken into account.
13 Children have the right to get and to share information, as long as the information is not damaging to them or others.
14 Children have the right to think and believe what they want, and to practice their religion, as long as they are not stopping other people from enjoying their rights. Parents should guide children in these matters.
15 Children have the right to meet together and to join groups and organisations, as long as this does not stop other people from enjoying their rights.
16 Children have the right to privacy. The law should protect them from attacks against their way of life, their good name, their families, and their homes


(Adapted from Unicef NZ (2011) For each and every child. He taonga tonu te tamariki. Wellington, NZ: Learning Media. Available from https://www.unicef.org.nz/teaching-resources)

What facilitates a rights-based learning setting? What constrains it?

In my work at CORE, across the early years, primary and the secondary sector, I have heard many kaiako equate agency with voice and in so doing, assume that voice means children’s participation rights are fulfilled. But are they? Scratch the surface and you reveal some really interesting assumptions that I think are worth questioning. This is where my hero, and internationally renowned children’s champion, makes her entrance.

Children’s champion and a model for advocacy

In 2007, Laura Lundy wrote one of the most widely cited articles about children’s participation rights – “Voice is not enough: Conceptualising Article 12 of the United Nations Convention on the Rights of the Child “. Like many child rights advocates, she was concerned that equating children’s agency to voice was limiting. She started asking questions like “where do you listen to children?” and, “who is listening to children?” and, “once you have heard from children, what are you going to do about it?” (Lundy 2007).

Her intention was to broaden the adult assumption that listening to the child’s voice is one-dimensional and to do this she identified four spheres, elements, aspects, as a way to deeply understand (first stage of CORE’s theory of Action He Ariā Kōkirikiri) what it takes to really listen to what children have to say.

 

laura_lundy

Source: https://www.tusla.ie/uploads/content/Laura_Lundy_Slides.pdf 

This model has been used by some of us at CORE. I think it has enormous potential as an advocacy tool for all learners, (no matter the shoe size), and that includes us as kaiako, as facilitators of learning, and as researchers. The main point here is that children’s agency consists of more than one element – all the participation rights need to be considered to authentically hear what children have to say. To make this a reality for all children, we need to be advocates (and champions too). Part of our role as professionals is to advocate for socially just outcomes and, as Judge Becroft, our current Children’s Commissioner and chief advocate for children once observed: the Children’s Convention offers “unequivocal international commitment to protect, nurture and further the interests of what is potentially one of the most marginalised and abused groups in our community – our children”. Sobering thoughts.

Be an advocate

The education sector is not alone when it comes to genuinely respecting children’s rights to say what they think, see, and feel. The roll out of the Child Wellbeing Strategy promotes a joined-up approach to the way government plans and resources services for children. That strategy foregrounds a child-rights approach. In education, we have extraordinary potential to enact these rights every day, and for each and every child. And we do. But, maybe we can do better? As Laura Lundy says, we have made huge progress with space, voice and audience, but the influence sphere is still hitting barriers. Therein lies a challenge for us: What more could we do? How can we advocate for sustained support for children’s rights to be heard across our sector and beyond?

If not you, who? If not now, when?

Listen to Sarah’s podcast discussion about learner agency here.

For more information about children’s rights visit:

Education matters to me https://www.occ.org.nz/publications/reports/education-matters-to-me-key-insights/

Children’s Rights Alliance Aotearoa (NB – this website has not been updated to reflect the new name for the organisation so don’t be confused by landing on Action for Children and Youth Aotearoa. The website houses the latest reports and submissions about children’s rights.)

References

Lundy, L. (2007). ‘Voice’ is not enough: conceptualising Article 12 of the United Nations Convention on the Rights of the Child. British Educational Research Journal. Vol 33 (6) 947-942
Unicef NZ (2011) For each and every child. He taonga tonu te tamariki. Wellington, NZ: Learning Media. Available from https://www.unicef.org.nz/teaching-resources

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Weird, why wouldn’t they ask me? — Understanding children’s rights

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For quite a while now I have been interested in children’s rights and how they can support our work with children and young people. Years ago, when I first told people I was doing my doctorate about children’s rights, I was surprised by how many reacted with comments like, “What about our rights as the adults?” or, “Children today have too many rights”. Why such a reaction, I wondered? So, I started to think about what difference knowing about children’s rights would it make to us in our work with and for children? The best place to start answering these questions is to ask the children themselves, which is one of the most important rights — children have a voice and we, the adults, need to listen and, beyond that, consider what they say, which is different to doing what they want.

This was brought home to me when I worked in a multidisciplinary team on developing a children’s submission about the Vulnerable Children’s Act. We went into early childhood services, schools, visited youth justice centres, child and protection units, and youth groups up and down the country.

The overwhelming messages from children were:

  • whānau and friends were really important
  • that they often felt that teachers, social workers, and other professionals who work with children talked about them without talking with them.

They wanted to be asked about things that affected them, like school rules, and they hated it when people made decisions about them without asking them what they thought. The one thing that this did was undermine trust. And trusting relationships are what it is all about, especially in education.

While most children really like school, they were very vocal about what it felt like when a teacher didn’t like them. We can all relate to comments like, “It’s not fair when the whole class is blamed because of what one person did”. And, when the adults are making plans for a child, lots of children’s feelings can be summed up in the following comment: “Ask me if you want to know what I think. It’s weird, why wouldn’t they ask me?” One of the most powerful comments from a young person in care was, “Don’t just listen, do something.”

The place to start finding out about children’s rights is the Children’s Convention published by the United Nations. This is a typical UN document. The language is formal and not that easy to understand at first. Like most human rights documents, it represents a compromise of ideals between the east and the west, between the first world and third world countries. When it first came out in 1989, it quickly became the most widely signed and ratified human rights treaty. There are only two countries in the world that haven’t signed-up: Somalia, because they have not been able to form a government; and, the United States of America, because it believes granting children social, political, economic, and cultural rights would undermine their Constitution.

A Bit about the Children’s Convention

The Children’s Convention is based on four general principles that apply to all children, all the time:

  • Non-discrimination — their rights to be protected from all forms of discrimination, regardless of their parents’/guardians’ race, colour, ethnic, or social origin (Article 2).
  • Best interests — their right to have their best interests as the primary consideration in all actions (administrative and legislative) that affect them (Article 3).
  • Their right to life, survival, and development to reach their full potential (Article 6)
  • Children’s views — their right to express their views in all matters that affect them (Article 12).

The general principle articles apply across all of the other articles in the Children’s Convention, which cover all aspects of children’s lives (for example, there are rights about education, recreation, cultural identity, healthcare to name a few). To complement the general principles are articles about governments’ responsibilities to implement the Children’s Convention “to the maximum extent of available resources (Article 4)”. Referred to as the general measures of implementation, these articles provide guidelines for governments to ensure compliance with the Children’s Convention in an ongoing, progressive manner.

How does the Children’s Convention work?

Every five years or so, our government is expected to report to the UN Committee on the Rights of the Child (UN Committee) on compliance with the Children’s Convention. As part of the same process, the UN Committee hears from the non-government organisations (NGOs), and children and young people themselves. They want to know what it is really like for them:

  • at home
  • in their early childhood services and at school
  • in their communities
  • at work.

The last reporting cycle was completed in 2016. At the time, the NGO story was not particularly pretty. Children were worried about child abuse, child poverty, homelessness, and discrimination, especially for Māori children and children who belong to a minority group. Here are some of the comments they wanted our government to think about:

“Poverty (as an issue to address), because children are going to school and they can’t learn if they haven’t had breakfast or lunch.” MAX, 12

“My brain structure is part of who I am, so why is my disability invisible? You wouldn’t tell a kid with cancer to “toughen up”, why would you say that to me? Why would you take advantage of the fact that I have panic attacks when people start shouting? Why would you deny me my support tools in class? Why am I ashamed?” CAITLIN, 18

“If I could, I would remove the wealth gap and make sure all schools (facilities, teachers, environment) were of a high standard, eliminate prejudice, make streets safer so children could walk to and from school, and support parent relationships so they never have to be raised in broken homes. If I could.” DUNCAN, 16

Governments had made little or no progress despite clear recommendations from the UN Committee, and in 2016, they were clear, very clear, during the formal, face-to-face hearing with our government officials (from the previous Government), that this was not OK.

So, what can we do?

When faced with such seemingly complicated issues all at once, it is hard to decide how to broker solutions. That said, the climate at the moment is very focused on child-centred practices, and there are genuine attempts to put the Children’s Convention into legislation. We have a courageous Children’s Commissioner who is not afraid of promoting children’s rights. While this is something to celebrate, the general lack of awareness about what the principle articles mean and how these play out in our day-to-day practices is still of concern. There are two recommendations that the UN Committee made that, I think, are a good place to start:

  1. Awareness and training about the Children’s Convention
    In general, there is a lack of awareness about children’s rights and what they mean. The Children’s Convention is widely misunderstood and, therefore, its potential to support improving children’s lives remains untapped. The UN Committee has, since 1995, recommended awareness raising and training in the public service and in civil society. It is especially needed for adults who work with and for children.
  1. Listening to children and take their views into account
    When it comes to respecting children’s views, the UN Committee recommended that our government develop toolkits for public consultation on national policy development which, as a matter of course, consult with children in a genuine, and realistic way.

Two final points

For the last part of this blog I want to highlight a couple of points:

  • that children’s rights are indivisible and interdependent
  • that the Children’s Convention to be part of the conversation —especially in education.

Chidren’s rights are indivisible and interdependent

The rights in the Children’s Convention cover all areas of all children’s lives. In a way, we can use a well-known early childhood education curriculum metaphor of a whāriki to visualise how the principal articles, the general measures of implementation and the articles about health, education, welfare etc, are interwoven. That means that even though we can highlight one type of rights — say, children’s rights to have a say about matters that affect them — we also need to consider the other rights at the same time.

For example, when inviting children to participate in, say, what they would like to find out about, I like to ask myself:

  • ‘How are the best interests of the child being served by my questions?
  • Am I genuinely inclusive (non-discriminatory)?
  • Do my actions support children’s development?’
  • And, when I ask children for their point of view, whose agenda am I pursuing?

That doesn’t mean I’m right or wrong. As the grown-up, I have some clear advantages — I know more, and I have some influence over my life. But, I also have responsibilities to ensure that children’s rights can be realised, and this means that even if the choice is not really a choice, I can explain why. For example, going to school regularly, learning to get along with others, and understanding our history, matters. At the same time, children, too, have responsibilities. Rights don’t ever come without these.

Children’s Convention to be part of the conversation

I want to advocate for the Children’s Convention to be part of the conversation, especially in education. We are already on the way here with a lot of research now focused on children’s agency, or their ability to influence their own experiences. The trick here, though, is to ask about the context in which ‘agency’ takes effect. Where, for example, does the power really lie? Unless we think about how power relations play out in classrooms and in early childhood services, we fail to fully consider the big picture of children’s lives. Very often, asking children to contribute is based on an assumption that if they have a say, they will feel they have a stake in the outcome. Offering children a choice needs to be real. So the good part is that children are asked; the not-so-good part is that the child’s rights to not participate, or to more information, or to privacy, or to deciding who and where and when to talk to others, are often overlooked.

Therein lies a genuine human rights dilemma – rights, including children’s rights — are aspirational, and how they are enacted depends on the situation. We need to remember that children’s rights are about real issues that affect them. That means we always need to think about how we get better at understanding children’s rights and how we can use these to enhance their wellbeing.

A highly respected child rights leader, Professor Michael Freeman, once described rights as like arms and legs — children are born with rights; they are not privileges to be earned or taken away. They exist. He also said that the most important right is to respect the rights of others — a good place to begin and to end this blog.

Challenge: Why are you asking children to join in? How are you inviting their participation? Please add your comments below — be a part of the conversation.

 

References:
UNICEF/Save the Children (2016). Our voices. Our rights. Supplementary Paper submitted to the UN Committee on the Rights of the Child. Retrieved from https://daks2k3a4ib2z.cloudfront.net/59bef78dd0c4540001fa1706/5a28b1fa5a27480001dee695_OurRightsOurVoices.pdf

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