The world’s most liveable city—for Māori: data advocacy and Māori wellbeing in Tāmaki Makaurau (Auckland)

Hudson, James R.

doi:10.22459/caepr38.11.2016.10

Cited by 4 publications

(3 citation statements)

References 1 publication

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“…As early as 1967, Westin defined privacy as the “claim of individuals, groups or institutions to determine for themselves when, how, and to what extent information about them is communicated to others” (Westin, 1967, p. 7), a definition that Solove (2002) suggests fits within the category of privacy as a property right. Personal data continue to have growing commercial value outside of the original purposes for which it was generated (Hudson, 2016; Komljenovic, 2021). Data, and by association, privacy, have become a commodity.…”

Section: Current/main Understandings Of Privacy and Their (Technologi...mentioning

confidence: 99%

The answer is (not only) technological: Considering student data privacy in learning analytics

Prinsloo

Slade

Khalil

2022

Brit J Educational Tech

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Evidence shows that appropriate use of technology in education has the potential to increase the effectiveness of, eg, teaching, learning and student support. There is also evidence that technology can introduce new problems and ethical issues, eg, student privacy. This article maps some limitations of technological approaches that ensure student data privacy in learning analytics from a critical data studies (CDS) perspective. In this conceptual article, we map the claims, grounds and warrants of technological solutions to maintaining student data privacy in learning analytics. Our findings suggest that many technological solutions are based on assumptions, such as that individuals have control over their data (‘data as commodity’), which can be exchanged under agreed conditions, or that individuals embrace their personal data privacy as a human right to be respected and protected. Regulating student data privacy in the context of learning analytics through technology mostly depends on institutional data governance, consent, data security and accountability. We consider alternative approaches to viewing (student) data privacy, such as contextual integrity; data privacy as ontological; group privacy; and indigenous understandings of privacy. Such perspectives destabilise many assumptions informing technological solutions, including privacy enhancing technology (PET). What is already known about this topic Various actors (including those in higher education) have access to and collect, use and analyse greater volumes of personal (student) data, with finer granularity, increasingly from multiplatforms and data sources. There is growing awareness and concern about individual (student) privacy. Privacy enhancing technologies (PETs) offer a range of solutions to individuals to protect their data privacy. What this paper adds A review of the assumption that technology provides adequate or complete solutions for ensuring individual data privacy. A mapping of five alternative understandings of personal data privacy and its implications for technological solutions. Consideration of implications for the protection of student privacy in learning analytics. Implications for practice and/or policy Student data privacy is not only a technological problem to be solved but should also be understood as a social problem. The use of PETs offers some solutions for data privacy in learning analytics. Strategies to protect student data privacy should include student agency, literacy and a whole‐system approach.

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Section: Current/main Understandings Of Privacy and Their (Technologi...mentioning

confidence: 99%

The answer is (not only) technological: Considering student data privacy in learning analytics

Prinsloo

Slade

Khalil

2022

Brit J Educational Tech

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“…All parties are interested in knowing if an initiative works so that they can spend their resources and efforts in a way that makes a positive difference (New Zealand Data Futures Forum, 2014;Advisory Group on Conduct Problems, 2011). Although, as Hudson (2016) notes, even if Māori and the government are interested in the same questions, the answers they come up with may be quite different. Although linked administrative data enabled researchers to ask questions about the impact of Family Start on whānau, he awa whiria provided a useful platform for drawing together the different knowledge streams (ngā awa) needed to interpret the answers.…”

Section: Reflections On Linked Administrative Datamentioning

confidence: 99%

He awa whiria—braided rivers: Understanding the outcomes from Family Start for Māori

Cram¹,

Vette²,

Wilson³

et al. 2018

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In Aotearoa New Zealand a braided rivers-he awa whiria metaphor is facilitating conversations between Māori (indigenous peoples) and non-Māori researchers about the integration of knowledge systems. This article explores how an approach based on he awa whiria can work in practice in the examination of the efficacy for Māori whānau (families) of the government's intensive home-visiting programme, Family Start. A retrospective impact evaluation of Family Start for children born from 2004 to 2011 examined the outcomes for children in families receiving Family Start, compared to a matched control group who did not receive this service. The awa-or knowledge streams-called upon to inform the consideration of the findings for Māori from this evaluation related to: Family Start and its child development and parenting curriculum Āhuru Mōwai and Born to Learn, whānau ora, and measures of whānau wellbeing, other indigenous home-visiting programmes, the impact evaluation method, and the indigenous data sovereignty movement. Braiding (whiria) across these knowledge streams offered new perspectives on the impact evaluation's results for Māori. These results suggested that Family Start reduced post-neonatal mortality for Māori children, regardless of whether the Family Start provider was Māori or nonMāori. Māori children receiving Family Start were more likely to be fully up-to-date with immunisations at age 2, and their mothers were more likely to access services for treatment of addiction relative to the control group. The impact of Family Start on child maltreatment was uncertain. He awa whiria provided a vehicle for Māori and non-Māori research and practice expertise to contribute knowledge to understanding Family Start and explaining these findings. This metaphor holds the promise of supporting Māori engagement with the growing use of linked administrative data.In 1998 the Aotearoa New Zealand government introduced Family Start, an intensive home-visiting programme for pregnant mothers and families with preschool children. The programme targets families and whānau 1 whose social, economic, and family circumstances put at risk good health, education, and social outcomes for their children. Referrals are made by a range of organisations and individuals, and families and whānau may self-refer. Families and whānau are generally enrolled prior to their child's first birthday and remain in the programme until the family can confidently cope and access support on their own, or the child reaches school age (Ministry of Social Development, 2016). Half the children served by Family Start are Māori (Vaithianathan, Wilson, Maloney & Baird, 2016).A recent impact evaluation of Family Start covered children entering the programme over the period 2004to 2011 -12 (Vaithianathan et al., 2016. During this time, Family Start workers made regular home visits (either weekly or fortnightly depending on need) and sought to improve parenting using a structured child development and parenting curriculum called "Āhuru Mōwai and Born to Learn" (se...

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“…Māori values and customs are increasingly important to Māori (Terry & Wilson, 2007), as well as non-Māori (Kalafatelis, Fryer, & Walkman, 2003). Māori organisations are explicitly adopting Māori values and customs as ethical principles for the conduct of boards of directors, management and employees (Harmsworth, 2005; Tinirau & Gillies, 2010), and in the design and delivery of health, education and business services (Durie, 1998, 2002; Hudson, 2004; Knox, 2005; Mika, 2009). Although the trend towards codification of traditional Māori values in organisational documents will not eliminate the risk of misdeeds or guarantee successful outcomes, this does form part of an evolving contempoary Māori organisational culture, which in our view warrants further investigation.…”

Section: A Māori Approach To Controllingmentioning

confidence: 99%

A Māori approach to management: Contrasting traditional and modern Māori management practices in Aotearoa New Zealand

Mika

O'Sullivan

2014

Journal of Management & Organization

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This is a conceptual article located in the discourses of indigeneity, post-colonialism and critical management studies in which we seek to renew interest in Māori management as a distinctive form of management within Aotearoa New Zealand. We discuss defining Māori management and Māori organisations and their relevance for today's organsiations in New Zealand and internationally. We examine differences and similarities between Western and Māori management in terms of the four functions of management adapted from principles first proposed by Fayol in 1949. We propose a theoretical model of Māori management and discuss the implications of Māori management for management research, policy and practice.

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The world’s most liveable city—for Māori: data advocacy and Māori wellbeing in Tāmaki Makaurau (Auckland)

Cited by 4 publications

References 1 publication

The answer is (not only) technological: Considering student data privacy in learning analytics

The answer is (not only) technological: Considering student data privacy in learning analytics

He awa whiria—braided rivers: Understanding the outcomes from Family Start for Māori

A Māori approach to management: Contrasting traditional and modern Māori management practices in Aotearoa New Zealand

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