77117 HRC inside.ps, page 1-56 @ Normalize - Human Rights ...

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Mike HayesHi, I’m Mike Hayes, a 16 year old student from Kamo High School in Whangarei, NewZealand. I’m currently in my second to last year of high school and still enjoying iteven after nearly four years of secondary schooling. I spend most of my time either atschool, at work, or spending time with my mates from my youth group. Like many NewZealanders I have a mixed ancestral background, predominantly New Zealand Europeanmixed with a bit of Maori and Scottish blood. These few things, put together with otherelements make up a person called Michael Forrest Hayes who was born in MiddlemoreHospital, Auckland.Just as such diverse elements make me the person I am, so do the many diverseelements make my community and other communities what they are. Of course by farthe most important element of any community is its people. Each brings different talentsand abilities into the community, each as important as the next.This diversity is vital to keep the community interesting, effective and strong. A wholecommunity of 100 of the same sort of people wouldn’t be anywhere near as interesting,effective or strong. In my community in Whangarei there are many different culturalgroups: Maori, European, Pacific Island, Chinese, Korean, Brazilian and South African,to name a few, which all bring their own special element to Whangarei and all makethe community a brighter, more interesting place. However there are some instanceswhere cultures and people clash, but with today’s civilised society, these problems canbe effectively resolved, allowing the community to carry on, different cultures side byside. Every day, in my community, these improvements are being made and a strongersense of community is being created.I’m currently undertaking a program at my church called “The Forty Days of Community”,created by an American Pastor Rick Warren. This programme teaches us that we werenot created to be alone, we were made to be in community with other people. So let’smake ours a diverse community made up of many different people and cultures.20
Header Overview of the ProcessThe concept of holding youth foraaround New Zealand to look at issuesof cultural diversity was developed asone of the initiatives for Race RelationsDay 2005. This had particular relevancefollowing the community initiatedforum at Parliament in August 2004.This forum, convened in response tothe desecration of Jewish cemeteriesand attacks on Somali youth inWellington, adopted the New ZealandDiversity Programme. The programmeidentified that more work aroundcultural diversity should be doneamongst youth.The NZ National Commission forUNESCO, as an early partner in theDiversity Action Programme, proposedthe forums because promotingcultural diversity amongst youth wasa cornerstone of their work. Theyprovided valuable resources and,importantly, a framework targeted atyouth derived from their internationalwork on cultural diversity.Various local authorities were alsointerested from an early stage inhosting a youth forum in their area.During the process they provided leads,food and a venue.ObjectivesThe objectives of the UNESCO-HumanRights Commission programme offorums on strengthening culturaldiversity were to:1. Conduct nine youth forumsthroughout New Zealand,in association with NationalCommission, UNESCO and otherpartner organisations such aslocal government authorities and,where appropriate, communityorganisations.2. Present feedback to participatinglocal government authorities onthe outcomes from the local youthforum.3. Host a national youth forum onstrengthening cultural diversity.4. Present a youth declaration oncultural diversity at the second NewZealand Diversity Forum on 23August 2005.5. Produce an evaluation report ofproceedings.The approachWe wanted to create a space whereyouth could talk openly about theirhopes, fears and aspirations aroundthe issues of cultural diversity andwhat this meant for their future.Therefore our orientation was towardsa dialogical approach which wasbased on promoting discussion,listening, reflection and action. Asidefrom having a sequence of activitiesplanned, our own assumptions, andtherefore interventions, as facilitatorsand educators was informed by ahuman rights’ approach.Activities for the Youth ForumTo ensure that there was variety for theday’s proceedings we developed a fewactivities. The two main mechanismswe used were derived from techniquesassociated with process drama,21
Page 1 and 2: Strengthening Cultural Diversity:Re
Page 3 and 4: Jointly published by:The Human Righ
Page 5 and 6: Joris de Bres Race Relations Commis
Page 7 and 8: Margaret Austin Chair, NZ National
Page 9 and 10: Participating CouncilsDunedin — 1
Page 11 and 12: Participating CouncilsChristchurch
Page 13 and 14: Participating CouncilsLower Hutt co
Page 15 and 16: Participating CouncilsNew Plymouth
Page 17 and 18: Participating CouncilsGisborne cont
Page 19 and 20: Participating CouncilsAuckland cont
Page 21 and 22: Youth Declaration from the National
Page 23: Youth Declaration from the National
Page 27 and 28: Header Overview of the Processparti
Page 29 and 30: Overview of the Processwith cultura
Page 31 and 32: Overview of the Processlaughter. It
Page 33 and 34: Casey HaverkampMy name is Casey Hav
Page 35 and 36: Dowon LimMy name is Dowon Lim and I
Page 37 and 38: Ashleigh PatiaMy name is Ashleigh P
Page 39 and 40: Paul TurkingtonKiaora. My name is P
Page 41 and 42: Julia ChrispHello my name is Julia
Page 43 and 44: Jed HornerKia ora tatou, my name is
Page 45 and 46: Angie HagenMy name is Angie Hagen.
Page 47 and 48: Vincent RosarioHello, my name is Vi
Page 49 and 50: Jess MurchisonI am Jess Murchison,
Page 51 and 52: Header Braydon PriestMy name is Bra
Page 53 and 54: Cassandra LiHi! I’m Cassandra Li,
Page 55 and 56: Bonnie MagerHey, Dia Dhuit, I’m B
Page 57 and 58: Group Forums54

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