Three themes dominate: the climate apocalypse, Te Tiriti principles, and Te Ao Māori spirituality. Each aligns neatly with UN education targets.
Agenda 21: Changing Attitudes, Not Just Teaching Knowledge
Since the Earth Summit in Rio de Janeiro in 1992, the UN’s Agenda 21 has been explicit: education is not just about knowledge but about reshaping values and behaviour. Chapter 36 states:
“Both formal and non-formal education are indispensable to changing people’s attitudes… critical for achieving environmental and ethical awareness, values and attitudes, skills and behaviour consistent with sustainable development.”
— Agenda 21, Chapter 36.3 (1992)
Agenda 2030 and the SDGs
Fast forward to 2015, and Agenda 2030 sharpened the message. SDG 4.7 states:
“By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship, and appreciation of cultural diversity.”
— SDG 4.7 (2015)
This makes it plain: schools are no longer neutral. They are expected to transmit global citizenship, climate action, cultural relativism, and identity-based frameworks as unquestioned truths.
How This Plays Out in New Zealand
1. Climate Apocalypse — SDG 13 (Climate Action):
Children are repeatedly taught that the planet faces an existential crisis. Fear of climate catastrophe underpins lessons in science, social studies, and even art. The UN language of “sustainable development” has become the curriculum’s backbone.
2. Te Tiriti Principles — SDG 10 (Reduced Inequalities):
The Treaty of Waitangi, once a historical document, is reframed as a living principle of partnership and co-governance. This lines up with SDG targets on “equity,” “inclusion,” and “indigenous rights.” In practice, it privileges ancestry-based entitlements over equality before the law.
3. Te Ao Māori Spirituality — SDG 4.7 (Cultural Diversity & Sustainability):
Spiritual concepts such as atua (gods), wairua (spirit), and whakapapa (genealogy) are taught as cultural knowledge, woven into core subjects. What was once religion is repackaged as culture, bypassing New Zealand’s secular education requirement.
The Bigger Picture
When seen together, these three themes are not isolated teaching choices — they are the local face of a global agenda. New Zealand classrooms are being reshaped in line with UN priorities, shifting the role of schools from teaching critical thinking to enforcing ideological conformity.
The question every parent must ask is this: are our schools teaching children how to think, or what to think?
Hashtags:
#MakeNZEducationSecularAgain #Agenda2030 #UNSDGs #ClimateCrisis #TeTiriti #TeAoMāori
Reference: Instagram Reel — https://www.instagram.com/reel/DOTpYXLCZuF/?igsh=azZlMm02Y2FpenRr
Judy Gill BSc, DipTchg, is a parent, former teacher, and a staunch advocate for secular education.
5 comments:
The UN’s unelected influence in our lives must stop. This eighty year old relic is so politically contaminated with distractions that it no longer serves its intended purpose.
This has spread even wider than the schools. Look at NZ university ‘strategic plans’ — Massey’s, for example, explicitly embraces UN ‘strategic development goals’ (SDGs). The SDGs are all over the place. That’s part of the rot at Massey. This stuff has replaced a lot of more basic and necessary subject-area education.
This agenda is not new in wanting to change NZ into a socialist state .
Even in 1934 Peter Fraser and Walter Nash set up the Wellington Fabian Society , which was a society designed to reform society to the society's beliefs.
Pertinent to this article is that globalism was one of the agendas of the secretive Fabians. Their agenda overall was cunningly only different from the ideals of Marxism in achieving their aims through gradualism not revolution.
The second important point was they, the Fabians , deviously used schools as a vehicle for bringing about their social engineering. Next time you hear people applauding Peter Fraser and Clarence Beeby , remember it all started with them when they cancelled out in about 1950 Traditional Liberal education and introduced Progressive Education established largely from the ideas of American socialist John Dewey, supporter and promoter, although not a member of the Fabian Society.
In 1980s when my family introduced Homeschooling the issue was that socially adjusting the child (into socialist beliefs) was more important than teaching the child in the basics of the 3 RS.-reading , writing and arithmetic.
So folks the Fabian agenda of Socialism /Marxism is going exactly according to their plan in NZ. If you want your child educated homeschool or do extra after school work using quality workbooks . Cult indoctrination not education is what happens in our schools.
When I was at Massey University, I had no idea what their strategic plan was.
Discouraging binge drinking and spewing on the rugby fields might have been a good start.
Home school your kids, then send them out to work in a factory or suchlike with real people (who will really educate you) then steer them towards the armed forces (to retire well off in their forties, then move into whatever career direction they choose) - they would make very good teachers. If not the armed forces, get a trade qualification. The great irony to me is that, in an age of unprecedented access to almost anything you want to know, people have become increasingly bigoted, shallow and ignorant. The opportunities for young people with their head screwed on, and a healthy, cynical view of the world, have never been so outstanding.
I will be ever grateful for the teachers we had in the 50s-60s - many male, who had been forced to don a uniform, get dumped in alien and extremely dangerous places, and learn to grow up real quickly. They taught us knowledge as well as subjects. They knew the importance of discipline and respect, and seldom took any crap. Real education. We were lucky. Anemi.
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