title: The Māori Data Privacy Framework: How useful is it for hapū?

authors: Clark, Vanessa

abstract: This brief is a part of a series, produced for the Tikanga in Technology (TiNT) research programme, that provides a hapū perspective on data sovereignty, data governance, and data privacy. In this brief we focus on the Māori Data Privacy Framework developed by the TiNT team and assess how useful it is for hapū. To do so, we draw on a case study with Ngāti Tiipa, one of the 33 iwi and hapū of the Waikato confederation (Kukutai, Whitehead & Kani, 2022). This brief should be read in conjunction with TiNT Brief #2 Protecting hapū data privacy: A Ngāti Tiipa case study of technology considerations.

text: The Māori Data Privacy Framework: How useful is it for hapū? This brief is a part of a series, produced for the Tikanga in Technology (TiNT) research programme, that provides a hapū perspective on data sovereignty, data governance, and data privacy. In this brief we focus on the Māori Data Privacy Framework developed by the TiNT team and assess how useful it is for hapū. To do so, we draw on a case study with Ngāti Tiipa, one of the 33 iwi and hapū of the Waikato confederation (Kukutai, Whitehead & Kani, 2022). This brief should be read in conjunction with TiNT Brief #2 Protecting hapū data privacy: A Ngāti Tiipa case study of technology considerations.

year: 2025-02-11

title: A critical analysis of the place of culture in evaluation

authors: Masters-Awatere, Bridgette

abstract: For the past 100 or so years formal evaluation has taken its lead from frameworks that originate from a culturally blind standpoint. Worldwide the major influence on evaluation practice comes from the United States of America. The absence of non-dominant (or indigenous) culturally constructed frameworks has been replicated around the world. Before the formation of the Aotearoa New Zealand Evaluation Association (ANZEA), as a New Zealand specific evaluation group, practitioners generally belonged to the Australasian Evaluation Society (AES) and joined in the sharing, adoption and adaptation of USAs Program Evaluation Standards. However, the context of evaluation in New Zealand has been somewhat different from the rest of the world, becoming more culturally centered than other countries. The role and place of the Treaty of Waitangi has been acknowledged as an attributing factor (ANZEA, 2011). Four indigenous “By Maori for Maori” health & wellbeing programmes externally evaluated were case studies within my research. I draw upon examples from the cases studies to highlight the vulnerable and contentious position indigenous service providers and indigenous evaluators were in. Adapting Sandra Grande’s (2004) analysis, I critiqued the context of the case study evaluations that commissioners considered as Kaupapa Maori. In this presentation I argue that while stakeholders perceived the work to be an indigenous evaluation, the case studies demonstrate that whitestream evaluation was prevalent.

text: A critical analysis of the place of culture in evaluation For the past 100 or so years formal evaluation has taken its lead from frameworks that originate from a culturally blind standpoint. Worldwide the major influence on evaluation practice comes from the United States of America. The absence of non-dominant (or indigenous) culturally constructed frameworks has been replicated around the world. Before the formation of the Aotearoa New Zealand Evaluation Association (ANZEA), as a New Zealand specific evaluation group, practitioners generally belonged to the Australasian Evaluation Society (AES) and joined in the sharing, adoption and adaptation of USAs Program Evaluation Standards. However, the context of evaluation in New Zealand has been somewhat different from the rest of the world, becoming more culturally centered than other countries. The role and place of the Treaty of Waitangi has been acknowledged as an attributing factor (ANZEA, 2011). Four indigenous “By Maori for Maori” health & wellbeing programmes externally evaluated were case studies within my research. I draw upon examples from the cases studies to highlight the vulnerable and contentious position indigenous service providers and indigenous evaluators were in. Adapting Sandra Grande’s (2004) analysis, I critiqued the context of the case study evaluations that commissioners considered as Kaupapa Maori. In this presentation I argue that while stakeholders perceived the work to be an indigenous evaluation, the case studies demonstrate that whitestream evaluation was prevalent.

year: 2015

title: Pululima Faifai Pea: Establishment of Sāmoan Immersion Early Childhood Education Centres & Bilingual Units in Primary and Intermediate Schools

authors: Vaitimu Tuāfuti, Patisepa

subjects: Samoan Bilingual/Immersion Education

abstract: Sāmoan Immersion Preschools (Ā’oga ‘Amata) and Bilingual Education units covering from year one to year eight of school have become well established in some areas in the Auckland region since the 1980s, due to the commitment, support and contributions of parents, the Sāmoan community, church leaders, families and some schools. Given that parents, families and communities appeared to have played such a seminal role in their establishment, this research was set out to investigate Sāmoan parents’ lived experiences in relation to the establishment of ā’oga ‘amata and Sāmoan bilingual education units. Fa’afaletui phenomenology, a term I developed in the process of conducting the research, was employed as a culturally appropriate coupling methodology. Phenomenology is about lived experiences and fa’afaletui is a process and procedure of revealing participants’ lived experiences. Insights into parents’ lived experiences were obtained by using various methods namely: questionnaire, focus group discussions, individual interviews, couple interviews and testimonies. The lived experiences were collated from the recounts of past events. The recounts were analysed for themes, which arose from the comments and interpretations of the past events, and the expressions of emotions attached to the events. Observations and analyses of past events highlight many challenges that the participants experienced. Challenges ranged from financial difficulties and lack of resources, to lack of understanding about bilingual/immersion education. What the results make clear is the resilience of the participants in defending what they believe is right as far as fa’asāmoa is concerned, and the powerful role of emotions in personal and educational lives. Resilience and emotions are coefficients in the results and they have theoretical importance in understanding the research findings.

text: Pululima Faifai Pea: Establishment of Sāmoan Immersion Early Childhood Education Centres & Bilingual Units in Primary and Intermediate Schools Sāmoan Immersion Preschools (Ā’oga ‘Amata) and Bilingual Education units covering from year one to year eight of school have become well established in some areas in the Auckland region since the 1980s, due to the commitment, support and contributions of parents, the Sāmoan community, church leaders, families and some schools. Given that parents, families and communities appeared to have played such a seminal role in their establishment, this research was set out to investigate Sāmoan parents’ lived experiences in relation to the establishment of ā’oga ‘amata and Sāmoan bilingual education units. Fa’afaletui phenomenology, a term I developed in the process of conducting the research, was employed as a culturally appropriate coupling methodology. Phenomenology is about lived experiences and fa’afaletui is a process and procedure of revealing participants’ lived experiences. Insights into parents’ lived experiences were obtained by using various methods namely: questionnaire, focus group discussions, individual interviews, couple interviews and testimonies. The lived experiences were collated from the recounts of past events. The recounts were analysed for themes, which arose from the comments and interpretations of the past events, and the expressions of emotions attached to the events. Observations and analyses of past events highlight many challenges that the participants experienced. Challenges ranged from financial difficulties and lack of resources, to lack of understanding about bilingual/immersion education. What the results make clear is the resilience of the participants in defending what they believe is right as far as fa’asāmoa is concerned, and the powerful role of emotions in personal and educational lives. Resilience and emotions are coefficients in the results and they have theoretical importance in understanding the research findings.

year: 2016