ABSTRACT
In learning environments that facilitate education through human rights, it is expected that freedoms including expression, opinion and religion are encouraged, the rights of everyone are respected, and teaching and learning contributes to the full development of the human personality and the sense of its dignity. The interview data further indicates that examples of decorative or tokenistic practices are in fact likely to increase rather than decrease as learners progress through primary education. The provision of effective education through human rights necessitates a willingness on the part of schools to involve learners in a non-tokenistic manner in relevant dialogue, decision-making and activities. Additional components of rights respecting learning environments that are integral to the provision of holistic education through human rights, such as effective participation and pupil voice couched in the language of human rights, may thus be overlooked.
