A Commitment to Te Tiriti: Teachers' Rights and Responsibilities in Aotearoa New Zealand
Exploring the Intersection of Professional Responsibility, Te Tiriti o Waitangi, and Political Neutrality in Aotearoa’s Education System
Recent comments by Associate Education Minister David Seymour have reignited a national debate about the role of teachers in civic engagement and their responsibilities under New Zealand law. Seymour criticised teachers who supported students attending the Hīkoi mō Te Tiriti—a protest against the proposed Principles of the Treaty of Waitangi Bill. He suggested that these actions violated political neutrality guidelines, and insisted such absences should be treated as unjustified (The New Zealand Herald, 12 November). However, his statements stand in stark contrast to the professional and legal obligations placed on teachers under Our Code, Our Standards and the Education and Training Act 2020.
Teachers’ Commitment to Te Tiriti o Waitangi
New Zealand’s teachers are bound by Our Code, Our Standards, which explicitly states that they must honour Te Tiriti o Waitangi in their practice. This commitment is enshrined across multiple standards, including designing culturally responsive learning environments and engaging in partnerships that reflect Te Tiriti principles. As the Teaching Council’s guidelines make clear, this is not an optional ideal but a professional obligation.
On page six of Our Code, Our Standards, it states:
“As teachers, we are committed to honouring Te Tiriti o Waitangi and we understand this has implications in all of our practice.”
The Education and Training Act 2020 reinforces this mandate, requiring schools to integrate tikanga Māori, mātauranga Māori, and te ao Māori into their teaching, governance, and curricula. This obligation goes beyond neutrality—it actively encourages schools and teachers to foster and uphold the principles of Te Tiriti.
The Political Neutrality Misconception
Moreover, recognising and responding to the cultural, historical, and political contexts that impact students is central to creating a learning environment that is equitable and inclusive. Seymour argued in The New Zealand Herald on 12 November that "teachers should be aware of political neutrality rules set out by the Teaching Council" and claimed:
“It’s a teacher’s job to give children the tools to make the most of their opportunities in life, not to influence them to follow their own personal beliefs” (The New Zealand Herald, 12 November).
While the notion of political neutrality has its place, framing teachers' actions as a projection of personal beliefs misrepresents their professional obligations. Teachers are not merely individuals expressing their opinions—they are bound by Our Code, Our Standards, which outlines a duty to honour Te Tiriti o Waitangi. These standards explicitly require teachers to foster a learning environment that reflects the principles of partnership, protection, and participation, ensuring students engage with diverse perspectives and critical discussions about equity and justice.
Encouraging participation in movements like the Hīkoi mō Te Tiriti is not about imposing personal beliefs but about fulfilling the professional mandate to bring the values of Te Tiriti into practice. This includes helping students understand and navigate the cultural, historical, and political realities that shape their world. These actions align with the Design for Learning Standard, which calls on educators to create culturally responsive and evidence-based learning opportunities that reflect local community needs and uphold Te Tiriti o Waitangi partnerships.
Seymour’s comments risk oversimplifying the complex interplay between neutrality and responsibility in the teaching profession. In a context like Aotearoa New Zealand, where the Treaty partnership underpins governance and society, neutrality cannot mean ignoring systemic inequities or sidelining the voices of marginalised groups. Instead, neutrality must be understood as a commitment to fairness and inclusivity—values deeply rooted in Te Tiriti. By supporting students to engage critically with issues like the Principles of the Treaty of Waitangi Bill, teachers are equipping them with tools to actively participate in a democratic society, not imposing personal beliefs.
Insights from the Ministry of Education Guidance
The Ministry of Education’s (MoE) School Leaders Bulletin of 15 November further contextualises the complexity of balancing responsibilities during significant civic events such as the Hīkoi mō Te Tiriti.
Education Outside the Classroom (EOTC) and Curriculum Links:
The bulletin explicitly acknowledges the legitimacy of educational activities related to the Hīkoi, provided they follow standard EOTC procedures and demonstrate clear links to curriculum and learning outcomes. This aligns with the Our Code, Our Standards requirement for teachers to design culturally responsive learning experiences. The Hīkoi mō Te Tiriti offers an authentic opportunity for students to engage with history, civics, and Māori perspectives on governance. By participating, schools are fulfilling their professional and legal obligations to embed mātauranga Māori into learning—a key aspect of Te Tiriti partnership.Boards’ Discretion on Absences:
The guidance clarifies that boards hold discretion over whether absences for the Hīkoi are justified, suggesting flexibility and localised decision-making. Schools that recognise the Hīkoi as an opportunity for community learning are not imposing personal beliefs; they are exercising their judgment to honour Te Tiriti, as required under section 127(1)(d) of the Education and Training Act 2020.Political Neutrality and Impartiality:
The MoE reiterates the importance of political neutrality but also underscores that neutrality in this context should not equate to passivity. Encouraging participation in the Hīkoi—while adhering to appropriate policies and procedures—is not about endorsing a political stance but about fulfilling professional and statutory commitments to equity, inclusion, and the principles of Te Tiriti.
Moving Forward
Rather than framing participation in the Hīkoi as a dereliction of duty, it should be recognised as a reflection of the deep commitment teachers have to their professional standards and to fostering an equitable society. Supporting civic engagement within a Treaty framework does not compromise political neutrality—it reinforces the bicultural foundation of Aotearoa.
Teachers, students, and schools are operating well within their rights and responsibilities when they align with the principles of Te Tiriti. Attempts to silence this engagement risk undermining the integrity of the education system and its commitment to Māori success as Māori.
A Call for Cohesion and Bravery
In light of Seymour’s remarks, it is essential to reaffirm the strength and unity of our education system in standing for inclusion and bicultural principles. Teachers who uphold Te Tiriti in their practice are not only meeting their professional obligations but also fostering an education system that reflects the diversity, equity, and partnership values of Aotearoa New Zealand. The bravery of educators who embody these principles demonstrates the power of collective action in creating a future where all students see their identities, histories, and aspirations honoured in their learning.