The Cultural Knowledge Perspective: Insights on Resource Creation for Marketing Theory, Practice, and Education

Marketing researchers and marketers have long focused on the importance of resources: organizations having enough raw materials, advertising budget, distribution and supply facilities, data, technology, money, connections, time, or employees. However, these only become valuable to the organization when people identify them as potential resources and then use them adeptly. In this conceptual paper, we argue that understanding the process of identifying and creating resources is essential to understanding organizational success. We introduce the Cultural Knowledge Perspective. The perspective refocuses attention on the process by which people use and extend their cultural knowledge to identify latent materials, materials that have resource potential, and the process by which cultural knowledge is used to activate latent materials to create actual resources. We bring together and build on disparate research in marketing, sociology, and management to show the importance of understanding how the cultural knowledge of marketers and consumers is deployed for resource creation. In doing so, we show how this perspective opens avenues for hiring marketing talent, product development, marketing communications, and marketing education.

DIÁLOGO DE SABERES NA RELAÇÃO JUVENTUDE-ESCOLA-COMUNIDADE: UM ENCONTRO DE GERAÇÕES COM A POÉTICA NARRATIVA DA MEMÓRIA

The objective of this study was to understand and highlight the educational potentialities, related to the dialogue between scientific and non-scientific knowledge, of an extension project that promotes the dialogue between scientific and non-scientific knowledge, of an outreach project that promotes artistic-pedagogical artistic-pedagogical actions through the dialogue between generations, having visual art, collective memory and the ecology of knowledge perspective as mediators. memory and the perspective of the ecology of knowledge as mediators. This work is based is based on the foundations of Boaventura Santos (2007, 2010), in relation to his perspective on the "Ecology of knowledge" and the "Ecology of knowledge", and Paulo Freire's (1996, 2011a, 2011b). The relationship between poetic narratives and collective memory was based on the studies of. Halbwachs (2004) and Walter Benjamin (1984, 1994, 1995). This research was organized on the basis of an exploratory qualitative exploratory study, adopting the case study as a research technique. research technique. The locus of the research was defined as the rural space, and young high school students and a family were investigated. high school students and a family of family farmers were investigated. The results of this The results of this research indicate that the participating students, when involved in dialogues with peasant subjects, mobilized different different knowledge linked to the construction of collective and dialogic processes that allow for the collective and dialogic processes that allow relating different forms of school or non-school knowledge. It was also found that the discourses and practices of the students manifested reflections on the ecology of knowledge perspective with the intention of applying it in artistic-pedagogical actions that occurred during the execution of the extension project investigated.

Assessment of Knowledge and Perspective toward Dental Radiography among Dental Practitioners of Sindh Province Pakistan

BACKGROUND Radiography is one of the important tools that dentists use to diagnose dental diseases in the oral cavity. Exposure of radiation is associated with hazardous effects on oral tissues. Doctors must have enough knowledge regarding the consequences of radiation exposure. The purpose of this study was to assess knowledge and perspective of dental practitioners towards dental radiography. METHODS This descriptive cross-sectional study was conducted in the month of November and December 2020, among dental practitioners who worked in the state of Sindh. All the participants were given the questionnaire survey link through social media including Facebook, WhatsApp, and Email and 24 closed ended questions were asked regarding dental radiography. A total of 247 dental practitioners responded and participated in the study. RESULTS Our study showed that only 3.60 % of general practitioners (GP) reported that they did not have radiographic unit. The participant’s knowledge regarding the technical details of equipment was limited. Majority of dental practitioners preferred long cone, more than 50 % specialist recommended F-speed of film. 34.53 % of general dentists and 37.73 % of specialists responded that they have digital radiography. More than 50 % of dental practitioners didn’t have license for x-ray equipment. Majority of them utilized paralleling technique for periapical x-ray. 63.40 % of GP and only 11.32 % of specialist held x-ray film with the fingers when taking x-ray. 30.41 % of GP and 24.52 % of specialist took the radiographs themselves, whereas 35.05 % had x-ray done by technician. Only 1.54 % of GP and 3.775 % of specialists gave the radiographic packing materials to specialized company in order to discard the waste materials. Only 6.70 % of GP and 11.32 % of specialists had the walls of the x-ray room covered with lead. CONCLUSIONS This study concluded that dental practitioners have little knowledge regarding dental radiography. KEY WORDS Knowledge, Perspective, Dental Practitioners, Dental Radiology

Implementing localised curriculum drawing on a funds of knowledge perspective

In recent years in New Zealand, there has been a policy shift towards schools ‘localising’ the national curriculum to align with the context, aspirations, and knowledge of the local community and student population. In relation to mathematics education, this requires educators to understand and value the mathematical connections between diverse students’ funds of knowledge and use these to develop mathematical tasks. This article draws on interview responses from a case study of eight teachers from one low socio-economic, culturally diverse school to investigate their initial perceptions and actions to develop an appropriate localised mathematics curriculum drawing on diverse students’ funds of knowledge. The findings indicate that teachers viewed it as important to use real and relevant contexts in mathematics teaching. Interview responses indicated that both students and their families were seen as important sources of information. However, there were challenges for teachers to recognise students’ funds of knowledge related to mathematics beyond schooling or generic experiences.

An Empirically Grounded System of Supports for Improving the Quality of Mathematics Teaching on a Large Scale

Research on the teaching and learning of mathematics has made significant progress in recent years. However, this work has had only limited impact on classroom instruction in many countries. We report on an eight-year project in which we partnered with several large urban school districts in the US that were attempting to support mathematics teachers’ development of ambitious, inquiry-oriented instructional practices. These partnerships provided contexts in which we could iteratively test and revise conjectures about instructional improvement strategies intended to support teachers’ and others’ learning. The product of this work is a theory of action for instructional improvement at scale that spans from the classroom to school system instructional leadership. We present project findings as they relate to key elements of the theory including: teachers’ knowledge, perspective and practices; instructional materials and student assessments; participatory supports for teachers’ learning; and additional supports for currently struggling students.

Conceptualizing knowledge transfer as transformation and attunement

This article articulates a new theory on the ontology of knowledge transfer. This involves the work of 1) showing that the question “what happens to knowledge in transfer across divergent contexts?” can be made sense of within a situative approach, 2) providing a new conceptualization of situated knowledge, 3) articulating transfer in terms of knowledge transformation and attunement, and 4) putting the issue of learning to transfer knowledge across divergent contexts (back) on the research agenda. The article builds on a view of knowledge as a unity of know-that, know-how, and know-of; which unity forms a practical embodied perspective with which the agent meets the world in interaction. It is argued that knowledge is situatedly realized in attunement to the requirements, possibilities, and restrictions of the concrete situation, as they dynamically unfold. A framework of context levels for analyzing requirements, possibilities, and restrictions (termed “situational characteristics”) is presented. The levels reflect that an activity will always engage with a domain, in a life-setting, taking place within a societal structure, making use of encompassing cultural practices. It is shown how differences in unities of situational characteristics necessitate the transformation of the knowledge perspective in attunement to the situational characteristics of the new context. Towards the end, it is pointed out how this conceptualization of knowledge transfer opens for research into designing and teaching for learning to transfer. Three recent projects are referenced as an illustration of the approach.

Qualitative Inquiry in Early Childhood Education Research

Recent research on the kindergarten transition highlights the importance of alignment across contexts to provide high-quality interactions. Yet, we know less about how families make sense of their experiences in the transition. This chapter explores families' experiences with the kindergarten transition from a funds of knowledge perspective. Results from a qualitative interview study of schools' recognition of families' funds of knowledge during the kindergarten transition are presented. Families in the study discussed parent-initiated involvement and disconnects between school perceptions of their home culture and their own self understandings. The authors argue that understanding families' own experiences with the transition is an important step in conceptualizing families' involvement in their children's education.

Media as a Vehicle for Social Memory: A Case of Władysław Turowicz, the Polish Godfather of Pakistan’s Space and Missile Programs

The main purpose of this study is to explore the role of media as a vehicle for social memory in building social identity. The concept of social memory used by historians and others is to explore the connection between social identity and historical memory. In this research, the authors ex­plore the role of media in the formation of social memory. The first part of the article explores the term of social memory in the light of literature. In the second part, the authors discussed the role of media in the formation of social memory on the example of Air Commodore Władysław Turowicz, a Polish Pakistani Engineer who was known as “The Rocket-Missile Man of Pakistan”. The research­ers present the social memories of the Polish Godfather of Pakistan’s Space and Missile programs in the light of Pakistani electronic media. The authors have explored the role of Polish Engineer Władysław Turowicz in SUPARCO, his personal and professional life that has been widely discussed in Pakistani electronic media vs mere mention in Polish media. From the knowledge perspective, this research highlights some of the forgotten memories of Turowicz.