The Cultures of Knowledge Organizations defines culture and the role it plays in supporting or impeding strategies. The book provides readers with an in-depth understanding of culture within knowledge organizations This book develops a new and more robust definition and characterization of knowledge cultures than currently exist.

The book discusses the notion of knowledge cultures in relation to claims for the new economy and the 'communicative turn', as well as cultural economy and the politics of postmodernity. It focuses on national policy constructions of the knowledge economy, 'fast knowledge' and the role of the so-called 'new pedagogy' and social learning under these conditions to argue for knowledge networks as development possibilities in educational policy futures.

With increasing diversity in the UK's childbearing population and ongoing racial disparities in maternal health outcomes, this new title will help both students and practising midwives provide care that meets the needs of childbearing women and birthing people from different cultural backgrounds. The book lays the foundations for exploration of the many manifestations of transcultural care and how it relates to women, their families and societies. It covers everything that midwives need to know in order to be sensitive to and aware of cultural differences, needs and preferences during pregnancy and childbirth, ultimately enabling them to provide better care for all. Written by senior midwifery lecturer Sarah Esegbona-Adeigbe, an experienced practitioner in ethnic minority health, high risk pregnancy and the socio-cultural context of women's healthcare, Transcultural care in midwifery practice is destined to become a core text in midwifery courses. - Covers main cultural competency models and how to apply cultural competency and cultural safety concepts to individual women - Provides an overview of different cultures and religions to support cultural awareness and sensitivity - Addresses barriers and ethical issues in midwifery care and how to mitigate them - Packed with scenarios, case studies and activities to support learning - Reflective activities in each chapter to reinforce cultural concepts

This book provides a contextualized and balanced look into the timely topic of values in English Language Teaching (ELT) materials with a primary focus on the Chinese context. It features three distinct conceptual and methodological perspectives, namely, perceptions of stakeholders such as material writers, teachers and students, multimodal construction of values, and textual representation of values. It is a valuable resource for those interested in the social, cultural, moral, and ideological dimensions of English education in general, and in the textual and multimodal construction of values in language teaching materials in particular.

This book engages in a critical reading of cultural knowledge. By cultural knowledge I refer to cultural dimensions as introduced by Geert Hofstede, Edward T. Hall and Fons Trompenaars. Their research has manifold been taught to individuals who will face an intercultural setting in their business career at some point in the future. It aims to create understanding for cultural differences in order to decrease emotional discomfort and enhance (business) success of those who acquire the knowledge. At the same time it claims to present a foundation for respect for cultural differences since it gives (an imaginative) room to them. If one studies the knowledge (s)he will be aware of cultural differences and therefore treat them with respect. The book is composed of two perspectives on cultural knowledge. In a first step the book turns to post-colonial theory. Post-colonialism argues how a Western perspective has framed cultural identities and how these representations are flawed by colonial thinking. In a second step a Levinasian perspective is taken on cultural knowledge. The French philosopher Emmanuel Levinas was deeply concerned with our way of approaching the Other. He understood the Other to be incomprehensible to our understanding. The Other’s otherness cannot be „grasped“ by framing her/him into categories. He argued that every encounter is of ethical nature and encouraged each individual to show infinite re-sponsibility (responsebility) towards the Other that is not confined by any pre-knowledge. The book concludes that cultural knowledge has been exposed to significant limitations. These limitations are mainly a product of control interests. Individuals who acquire cultural knowledge and are not (made) aware of its limitations face consequences that may compromise their respect for cultural differences. Even though cultural knowledge presents itself as foundation for respect, it prioritizes understanding for the sake of control. As a consequence respectful representations are not given and respect for cultural differences is only supported as long as it does not threaten control. Ultimately, this book shall present a plea for trainers and teachers of cultural knowledge to become acquainted with the limitations, reflect on them and forward this knowledge to their students. It shall also encourage researchers of cultural differences and other scholars to reflect and perhaps improve on it.

With a focus on client-centred care, this book provides an introduction to developing cultural competence in the health care setting. A unique presentation covering both theory and practice, the book begins with a strong foundational model for understanding culture. It then introduces general knowledge on culture which can be provided to a variety of settings, and ends with clinical applications illustrating how to apply knowledge and awareness to a variety of populations. With contributions from twelve leading experts, material is drawn from a wide range of health care settings and has strong practical coverage throughout. Unique approach: looks at populations the way health care workers encounter them, not by ethno-cultural/religious labels Multidisciplinary approach to writing reflects a variety of perspectives and direct front-line experience Discussion is broad and inclusive, integrating different perspectives, but also makes visible the different paradigms used to approach the topic Case studies and questions encourage critical thinking and dialogue

The advent and implementation of European colonialism have disrupted innumerable epistemological geographies around the globe. Countless cultural ways of knowing and local educational practices have in some way been displaced and dislocated within the universalizing project of the Euro-Colonial Empire. This book revisits the colonial relations of culture and education, questions various embedded imperial procedures and extricates the strategic offerings of local ways of knowing which resisted colonial imposition. The contributors of this collection are concerned with the ways in which colonial education forms the governing edict for local peoples. In The Politics of Cultural Knowledge, the authors offer an alternative reading of conventional discussions of culture and what counts as knowledge concerning race, class, gender, sexuality, identity, and difference in the context of the Diaspora.