title: On not knowing one’s place

authors: Goldsmith, Michael

subjects: Association for Social Anthropology in Oceania

abstract: Ethnographers have described many cultural worlds of the Pacific with subtlety and energy, but those worlds were and are always more complex than most standard forms of ethnography have recognized. The ASAO model for the presentation of expertise, while an impressive vehicle for demonstrating ethnographic skills and thoroughness, has yet to reform the accepted boundaries of the discipline or the tradition of Pacific societies seen as "social wholes." It has depended on a division of labor that allocates theory and field-work to different roles, it has recognized ethnographic authority as accruing to those with a concretely territorial claim to represent others, and it has encour-aged a static, monocultural sense of its audiences. I hasten to add that ASAO is not unique in this regard; these strictures apply to academic anthropology in general. Moreover, change is always possible as ethnographers strive to reinvent their discipline beyond the boundaries of the possible. But the historically closed and compartmentalized nature of academic knowledge means that challenges to its perceptual boundaries tend to result from the serendipitous recognition of moments where one does not "know one's place."

text: On not knowing one’s place Ethnographers have described many cultural worlds of the Pacific with subtlety and energy, but those worlds were and are always more complex than most standard forms of ethnography have recognized. The ASAO model for the presentation of expertise, while an impressive vehicle for demonstrating ethnographic skills and thoroughness, has yet to reform the accepted boundaries of the discipline or the tradition of Pacific societies seen as "social wholes." It has depended on a division of labor that allocates theory and field-work to different roles, it has recognized ethnographic authority as accruing to those with a concretely territorial claim to represent others, and it has encour-aged a static, monocultural sense of its audiences. I hasten to add that ASAO is not unique in this regard; these strictures apply to academic anthropology in general. Moreover, change is always possible as ethnographers strive to reinvent their discipline beyond the boundaries of the possible. But the historically closed and compartmentalized nature of academic knowledge means that challenges to its perceptual boundaries tend to result from the serendipitous recognition of moments where one does not "know one's place."

year: 2000

title: Matters of trust, privacy and security: An examination of the technical, legal and social principles and values of encryption

authors: Dizon, Michael

abstract: Encryption is a complex, multifaceted and enigmatic technology. From a technical standpoint, encryption underpins the confidentiality, integrity and authenticity of computer data and information systems. At the same time, from the perspective of law and society, its use can hinder the ability of governments to investigate and prosecute crimes and protect national security and public safety. The conflict between information security and privacy on one side and national security and law enforcement on the other has been debated since the so-called Crypto Wars in the United States in the 1990s and the issues seem intractable. Is there a way to balance or reconcile these competing principles and values?

In this workshop (which will be given at the IEEE TrustCom 2019 in Rotorua, New Zealand, from 5-8 August 2019), we will present the results of our research on the principles and values of encryption in New Zealand. In our presentation, we will summarise the key technical principles and rules that underlie encryption. We will then relate this to the legal rules that apply to encryption. There is a common belief that, aside from export control rules, encryption is not subject to regulation. Based on our research, we found that encryption is in fact already regulated by various laws. We will discuss what these laws are and how they impact the development, implementation and use of encryption. Finally, we will discuss how people in New Zealand prioritise and understand the fundamental principles and values of encryption (most especially trust) and how these can be reflected in any proposed encryption laws and policies.

text: Matters of trust, privacy and security: An examination of the technical, legal and social principles and values of encryption Encryption is a complex, multifaceted and enigmatic technology. From a technical standpoint, encryption underpins the confidentiality, integrity and authenticity of computer data and information systems. At the same time, from the perspective of law and society, its use can hinder the ability of governments to investigate and prosecute crimes and protect national security and public safety. The conflict between information security and privacy on one side and national security and law enforcement on the other has been debated since the so-called Crypto Wars in the United States in the 1990s and the issues seem intractable. Is there a way to balance or reconcile these competing principles and values?

In this workshop (which will be given at the IEEE TrustCom 2019 in Rotorua, New Zealand, from 5-8 August 2019), we will present the results of our research on the principles and values of encryption in New Zealand. In our presentation, we will summarise the key technical principles and rules that underlie encryption. We will then relate this to the legal rules that apply to encryption. There is a common belief that, aside from export control rules, encryption is not subject to regulation. Based on our research, we found that encryption is in fact already regulated by various laws. We will discuss what these laws are and how they impact the development, implementation and use of encryption. Finally, we will discuss how people in New Zealand prioritise and understand the fundamental principles and values of encryption (most especially trust) and how these can be reflected in any proposed encryption laws and policies.

year: 2019

title: A community psychology-based evaluation of the you good? You Good! program delivered by Jade speaks up educational trust in Aotearoa. Empowering tamariki emotional literacy, supporting mental health and encouraging well-being.

authors: Webbon, Abigail

abstract: This evaluation was completed for Jade Speaks Up (JSU) Educational Trust to provide feedback from school teachers and whānau who were involved in the You Good? You Good! (YG?YG!) program, delivered by JSU Educational Trust to schools across Aotearoa. The evaluation goal was to collate the narratives of participating school staff, whānau, and JSU Educational Trust trainers, contrasting experiences and perspectives to determine program effectiveness.
This program is for schools, management, and teachers who work with tamariki, to help teachers and students understand anxiety and develop skills and strategies to have self-agency. JSU Educational Trust developed YG?YG! in 2021, and in 2022 the YG?YG! pilot program was implemented.
This evaluation had three research objectives: 1) Identify and collate the experiences of school staff and other key stakeholders when implementing the YG?YG!, 2) Identify the strengths and barriers to inclusion for tamariki in schools where the program was delivered, and 3) Draw on the stakeholder narratives to assess the program's ability to achieve its goal: enable tamariki to be more agentic in responding to early signs of anxiety in themselves and others.
Information for this evaluation was collected from four sources: 1) Focus groups with JSU trainers, 2) Interviews with school staff, 3) Online surveys with school staff, 4) Archival supervision, and 5) Literature review. Data collected was interpreted through the use of thematic analysis, informed by Community Psychology principles, and the “Six C” framework, guided by He Awa Whiria.
Thematic analysis was completed by coding themes and categories from data sources. The findings from this empirical research engagement informed the analysis and discussion on program effectiveness. 
The findings and analysis found that forming a program design and approach informed with respect for the community’s needs and world-views can enable recognition, awareness and inclusion. A way for the program to begin to do so is to collaborate with communities.
Including researchers from a local community can enable empowerment, build social power, and create responses that promote the needs of the involved communities. The program can champion the field and those they work with by being accountable and enabling transparency.
The program can take an inclusive approach to sustaining its relationships, content relevance, and development for tamariki emotional well-being. The program can work on cultivating and empowering participants to be active partners, enabling the program to be shaped with equity in mind.
Key to program efficacy is acknowledging change and encompassing adaptation. The way to do this is to consider local health issues driven by who experience them, elevating the voice of the community.
Change and need cannot be determined without considering the voice of involved communities. By taking participants feedback, the program can create change for tamariki mental health, whilst acknowledging system and structural barriers, striving for community competence.
Importance lies within the work the program does to enable and support those affected by external factors. The program can acknowledge these challenges, and provide hope that community competence can be achieved.
To conclude, recommendations are presented for JSU Educational Trust to consider.

text: A community psychology-based evaluation of the you good? You Good! program delivered by Jade speaks up educational trust in Aotearoa. Empowering tamariki emotional literacy, supporting mental health and encouraging well-being. This evaluation was completed for Jade Speaks Up (JSU) Educational Trust to provide feedback from school teachers and whānau who were involved in the You Good? You Good! (YG?YG!) program, delivered by JSU Educational Trust to schools across Aotearoa. The evaluation goal was to collate the narratives of participating school staff, whānau, and JSU Educational Trust trainers, contrasting experiences and perspectives to determine program effectiveness.
This program is for schools, management, and teachers who work with tamariki, to help teachers and students understand anxiety and develop skills and strategies to have self-agency. JSU Educational Trust developed YG?YG! in 2021, and in 2022 the YG?YG! pilot program was implemented.
This evaluation had three research objectives: 1) Identify and collate the experiences of school staff and other key stakeholders when implementing the YG?YG!, 2) Identify the strengths and barriers to inclusion for tamariki in schools where the program was delivered, and 3) Draw on the stakeholder narratives to assess the program's ability to achieve its goal: enable tamariki to be more agentic in responding to early signs of anxiety in themselves and others.
Information for this evaluation was collected from four sources: 1) Focus groups with JSU trainers, 2) Interviews with school staff, 3) Online surveys with school staff, 4) Archival supervision, and 5) Literature review. Data collected was interpreted through the use of thematic analysis, informed by Community Psychology principles, and the “Six C” framework, guided by He Awa Whiria.
Thematic analysis was completed by coding themes and categories from data sources. The findings from this empirical research engagement informed the analysis and discussion on program effectiveness. 
The findings and analysis found that forming a program design and approach informed with respect for the community’s needs and world-views can enable recognition, awareness and inclusion. A way for the program to begin to do so is to collaborate with communities.
Including researchers from a local community can enable empowerment, build social power, and create responses that promote the needs of the involved communities. The program can champion the field and those they work with by being accountable and enabling transparency.
The program can take an inclusive approach to sustaining its relationships, content relevance, and development for tamariki emotional well-being. The program can work on cultivating and empowering participants to be active partners, enabling the program to be shaped with equity in mind.
Key to program efficacy is acknowledging change and encompassing adaptation. The way to do this is to consider local health issues driven by who experience them, elevating the voice of the community.
Change and need cannot be determined without considering the voice of involved communities. By taking participants feedback, the program can create change for tamariki mental health, whilst acknowledging system and structural barriers, striving for community competence.
Importance lies within the work the program does to enable and support those affected by external factors. The program can acknowledge these challenges, and provide hope that community competence can be achieved.
To conclude, recommendations are presented for JSU Educational Trust to consider.

year: 2024-11-14