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. Genuinely empowering participation should be supported, with learners’ contributions afforded due consideration and acted upon when appropriate to do so. This vision implies that classroom and school practice should lead to ‘the encouragement of negotiation, accountability, reasonable equality and respect between teacher and pupils, and formal ways of involving everyone in schools in making certain decisions’. 1