Taku Manawa workshop

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  • Introduction of presenters and regions
  • Read from notes
  • GROUP WORK: people move around the 6 “Principles” spread around the room on large sheets paper noting how they view these in terms of creating or supporting diversity in practice within their community, workplace etc. Can be discussed 1 at a time.
  • Read from notes, slide 13
  • GROUP WORK – Discuss the perceived benefits and/or disadvantages of training local community members to deliver HR support, education and advocacy within their community as opposed to commission representatives. Collate feedback
  • Representatives to speak on this
  • Representatives to speak on this
  • Representatives to speak on this
  • Representatives to speak on this
  • GROUPS: In groups, draw own organisation, group, community e.g. local health organisation, council, etc. Apply the 6 Human Rights Principles to the aforementioned “Unfair” practices. Do these principles help solve issues of “unfairness” inequality” “discrimination”?? Do they help support and encourage diversity?Collate
  • GROUP WORK: Can this programme transfer into other communities represented at the forum? What would work and what could be changed to be more effective in the unique environment of own community? Collate answers and discussion in large group
  • Taku Manawa workshop

    1. 1. Taku Manawa<br />A Community Development Approach in Your Region<br />The New Zealand Human Rights Commission Presents:<br />
    2. 2. “Not about us, without us…”<br />
    3. 3. Goals of this Workshop<br /><ul><li>To explore What Human Rights community development is and how it benefits communities</li></ul>• To introduce Taku Manawa<br /><ul><li>To discuss the goals of Taku Manawa in the 4 regions and the impact the project has had on the communities – with an emphasis on diversity.
    4. 4. To examine the underpinning principles of the programme
    5. 5. To evaluate and profile Taku Manawa as a way human rights community development is working</li></li></ul><li>
    6. 6.
    7. 7. Human Rights and Community Development<br />Human rights community development is Grassroots<br />Communities<br />HRC Regional Support<br />HRC<br />Government Policy/Planning<br />
    8. 8. A human rights community development approach links two significant practices:<br />Community Development - empowering people within their communities to use their skills to address issues that they have identified and to have full participation in the process<br />Human Rights –that which underpins our relationships with others and our functions in society. Human rights and responsibilities make up all aspects of our individual and collective existence<br />
    9. 9.
    10. 10. Human Rights Community Development Model<br />
    11. 11. The Human Rights Approach<br />A ‘human rights approach' has been adopted by the Commission as the conceptual base for all aspects of its work. The Human Rights Approach involves 6 principles: <br />1. Linking of decision-making at every level to the agreed human rights norms.<br />2. Identification of all the relevant human rights of all involved and, in the case of conflict, the balancing of the various rights to maximise respect for all rights and right-holders, prioritising those of the most vulnerable.<br />3. Emphasising the participation of all in decision-making<br />
    12. 12. 4. Accountability for actions and decisions, which allows individuals and groups to express concerns about decisions that affect them adversely.<br />5. Non-discrimination through the equal enjoyment of rights and obligations by all.<br />6. Empowerment of individuals and groups by encouraging the use of rights as leverage for action and to legitimise their voice in decision-making.<br />The 3 P’s of Human Rights:<br />• Partnership<br />• Participation<br />• Principles<br />
    13. 13. TAKU MANAWA<br />
    14. 14. Taku Manawa/My Human Rights was designed initially by the NZ Human Rights Commission in 2001 as an educational resource for “grassroots” communities<br />In 2003, this initiative was extended to become a human rights community development programme based on adult education principles and practices.<br />The Taku Manawa Human Rights Community Development Programme pilot began in the Bay of Plenty and East Coast of Aotearoa/ New Zealand in July 2003 and has since been implemented in Tai Tokerau Northland, Murihiku Southland and Kirikiriroa Hamilton<br />Its development over the past seven years has been led by the individuals, organisations and communities that have engaged with it. <br />This constantly evolving process has included an in-depth evaluation of the training, expectations of members and the HRC, and on going work within the community<br />
    15. 15. • When communities are given knowledge, training and support, they can be empowered to identify, advocate for, and resolve their own human rights issues<br />•Communities are encouraged to foster human rights approaches in local planning and decision-making<br />
    16. 16. Tairawhiti<br />
    17. 17. Te Tai Tokerau<br />
    18. 18. Murihiku<br />
    19. 19. Kirikiriroa<br />
    20. 20. “Where, after all, do universal human rights begin? In small places, close to home …” (Eleanor Roosevelt)<br />KEY POINTS FROM ALL<br /> TAKU MANAWA PROGRAMMES<br /><ul><li>OWNERSHIP
    21. 21. EMPOWERMENT
    22. 22. ACCOUNTABILITY
    23. 23. STRONGER RELATIONSHIPS
    24. 24. A WAY FORWARD</li></li></ul><li>Evaluation of Taku Manawa<br />From an independent evaluation process, key practice elements have been identified:<br />• spending time to build effective and ongoing relationships through face-to-face contact,<br />• Keeping the wider community / region of the project informed,<br />• ongoing and intentional reflection, review and evaluation,<br />• using participatory practices, <br />• ongoing multi-media narratives.<br />
    25. 25. • ensuring flexibility to meet changes proposed by participants,<br />• facilitating formal and informal spaces for dialogue, conversation and having fun,<br />• mentoring and supporting facilitators and organisations throughout the project,<br />• brokering relationships between HRC staff and Commissioners and the facilitators that don’t rely on ongoing involvement from the project manager,<br />• sound dialogical processes,<br />• celebrating successes!<br />
    26. 26. human rights education creates meaningful and sustainable change – building human rights capability amongst those most vulnerable to human rights violations, and building understanding amongst those most able to violate, or defend, those rights.<br />

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