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The paper begins from the premise that the efforts of the two regimes of Cameroon to manage ethnic diversity on the basis of a multicultural public policy, known as “balanced regional development”, constitutes an acute problem, exacerbating rather than attenuating the struggles that are often associated with ethnic diversity in postcolonial states in Africa. The purpose of the paper is to examine this public policy in the broader context of the inter‐linkages between ethnicity and politics in Cameroon.

The study rests on a two‐step methodology. First, the authors conducted a review of the conceptual literature around the state‐ethnicity diversity conundrum in postcolonial Africa, especially in terms of struggles for access to state resources and opportunities. Second, the authors used these conceptual insights to ground the historical and critical analysis of primary (newspaper articles, computed statistics from public records, national laws, long‐term unobtrusive observations of everyday inter‐ethnic struggles as a result of the authors' permanent stay in Cameroon) and secondary (local and international publications on the subject) sources.

While these measures of managing ethnic diversity in Cameroon's public sector‐related benefits, such as employment into the country's public service may, in themselves, not be the best approaches to the problem, the main finding of this study is that the greatest obstacle to their potential to yield any serious measure of national integration lies in the tendency for their politicization and capture by those ethnic groups that are more powerful.

The management of ethnic diversities in postcolonial states in Africa is a major development and social policy concern. While most scholars propose succinct analyses of the challenges these may pose for postcolonial nation‐building and conflict‐avoidance, through the notion of a constitutionally grounded “Human Resource Bank” an original policy solution is proposed in this paper that may suit the Cameroonian context and possibly beyond.

Educators are recognized as key agents of social change, responsible for shaping future citizens. Beyond imparting knowledge, teachers are crucial in addressing societal challenges such as sustainability, democracy and social equality. This study aims to investigate the attitudes of Jewish and Arab students toward democratic values and how they perceive their role as educators in a multicultural society.

This study explores the attitudes of majority and minority group students in an Israeli teacher training college towards realizing democratic values and promoting shared citizenship. The sample included 382 Jewish and Arab students, who answered a questionnaire about attitudes regarding education for democracy and shared society, and their perception of their role in promoting this education.

The investigation delves into students’ civic perceptions, shedding light on the moderate and pluralistic stances held by both Jewish and Arab students. They advocate for cross-cultural exposure and interaction, with Jewish students demonstrating slightly more moderate views than the prevailing norms in Israeli society. Interestingly, Jewish students exhibited a willingness to engage in discussions on conflictual topics, whereas Arab students tended to avoid them.

This study underscores the potential of teacher training colleges in shaping the upcoming generation of educators as advocates of tolerance, and democracy, and promoters of a shared society.

This research gains heightened relevance in a contemporary landscape where numerous nations, especially those comprising diverse cultures, grapple with surges of nationalism that threaten democratic values. Teacher training colleges hold the key to forging a more harmonious future by becoming beacons of transformative pedagogy. These institutions can shape a new generation of educators who are poised to catalyze authentic social change.

Innovations provide a vital stimulus for economic growth. Through innovations, public sector organisations (PSOs) need to grow the economy to provide for the needs of their citizens. The purpose of this study is to identify innovation drivers and barriers in PSOs in Kenya. The paper aims to contribute to the understanding of the antecedents of innovations and to offer insight to PSOs to foster such innovations.

This research was conducted in two PSOs in Kenya. The participants of the present study consisted of a sample of 186 managerial and non-managerial employees. Empirical data were analysed using descriptive statistics, factor analysis and multiple regression analysis.

First, the results indicate that drivers of innovation in PSOs are: leadership practices, social factors, technological factors and management practices. Second, the results reveal that poor management practices and over-reliance on existing resources, among others, are barriers to public sector innovation. Third, the study indicates that management practices and leadership practices are factors to consider in overcoming barriers.

As the present study was conducted with a convenience sample of 186 respondents from 2 purposively selected PSOs in Kenya, the extent to which the results could be generalized may be in doubt. However, as the aim of the study was theory testing, the study makes a contribution in this regard rather than doing a representative survey.

The study offers a first-hand insight into public sector innovation from the perspective of a developing country, Kenya, an area that has been neglected by researchers. The present study has implications for theory, practice, research and policy development, mainly in Kenya, but also for comparable situations worldwide.

The present study represents a first attempt to investigate the drivers, barriers, overcoming barriers and outcomes to innovations in a single study of PSOs from a developing nation. The present study provokes both academics and policy makers to rethink approaches to nurture innovations in the public sector.

Public relations (PR) education has not kept pace with the rapid globalisation that has occurred since 1992. The existing PR body of knowledge, and PR curricula around the world, have a US bias. In order to prepare PR students in various parts of the world to become effective multicultural professionals it is essential for experiences and perspectives from other continents to be integrated into PR education. The complexities of societal factors such as culture, political systems and media systems make Asia a challenging place to conduct strategic PR. It is time for educators to integrate experiences from other continents into the PR body of knowledge, thereby building PR curricula that contribute to training truly multicultural PR professionals.

Discourse among the media and general public has associated the term ‘multicultural’ with multiculturalism; however, Tiryakian (2003, p. 22) argues that the two should be seen as analytically distinct but empirically complementary. In its demographic-descriptive meaning, the term multicultural refers to cultural or ethnic diversity or the coexistence of different cultural groups within a particular locality; in this sense it represents heterogeneity over homogeneity. This descriptive approach, adopted by governments and public officials in Australia, describes those spaces shared by a variety of groups as ‘multicultural’. I want to confine this particular construction of multicultural to the category of ‘multiethnic’. On the other hand, the word ‘multiculturalism’ alludes to a normative category and refers to philosophical arguments regarding the legitimacy of claims surrounding the recognition of particular identity groups. The normative view accepts that pluralism and diversity are good in themselves and assumes that all difference should be valued and given a voice in the public realm. This version of multiculturalism has been evident in the United States, but has come under increasing attack by neo-conservatives. In its programmatic-political dimension, couched in liberal terms in Australia, multiculturalism pertains to policies designed to respond to the problems posed by diversity. Advocates of such policies believe that they foster toleration and equal opportunity. Another category entails an attitude towards the cultural ‘other’ and refers to an inter-subjective mode of being. The typology constructed here is based on a continuum consisting of monocultural, multiethnic, multiculturalism, and multicultural and will be used to interpret a city's relationship to its diverse population. This typology also raises some interesting questions. How many different cultural groups need to exist within a designated urban space before a city can legitimately or authentically represent itself as ‘multicultural’? Can one judge to what extent a city is multicultural based on the type of social interaction that exists among culturally-diverse groups? If multiculturalism extends beyond a demographic phenomenon, then it is possible to distinguish multiethnic cities from multicultural cities. These questions and issues can also shed light on the politics of representation.

Research is recognised as an essential part of planning and evaluation in most areas of marketing and corporate communication, including advertising, direct marketing and, increasingly, public relations and corporate communication disciplines such as employee communication and community relations. Understanding of audience interests, awareness, perceptions and information needs is critical to strategic planning of communication campaigns. Secondly, identification and quantification of changes in awareness, perception and, ultimately, behaviour is necessary to evaluate objectively the effectiveness of communication (ie the outcomes or results). Nowhere is research more important than in multicultural and cross‐cultural communication. International relations began with human migrations and trade and reach new levels today with globalisation, corporations, organisations and governments increasingly seeking to create consistencies and shared values across divergent cultural groups. They seek to create consistencies and shared values in relation to products (eg Coca‐Cola, IBM, McDonalds), policies (eg trade agreements) and in popular culture such as films, television programmes and news media. Social rules and shared values, ie the culture of communities, affect organisations seeking to communicate multiculturally and cross‐culturally at two levels. First, the “home” culture of the organisation wishing to communicate shapes policies, plans and products that are produced. Secondly, the cultures of audiences inform and substantially shape their interpretation and use of information. Often, multicultural and cross‐cultural communication is a case of “Chinese whispers” on an international scale. What one says or shows is frequently not what others hear or see. Studies cited in this paper show that culture is a vitally important factor in communication. Yet, companies and even governments attempt communication with little understanding of audiences which they wish to reach and with which they wish to build relationships and understanding. This paper examines cultural considerations specifically in the field of public relations and corporate communication in the Asia Pacific region which is comprised of a diverse range of cultures and has been identified as the largest market in the world. Thus, it is increasingly a focal point of global communication campaigns.

Approaching anti-essentialism from the perspective of multiculturalism this article reexamines the value of tolerance in dealing with inter-cultural conflicts and in facilitation of multicultural discourses. It asserts that tolerance can be a potentially useful practice in specific local contexts, but it is not an ideal in itself. The article questions the role of public administration in building tolerance for cultural diversity and argues that providing visible forms of public recognition of cultural practices could be one possible role for government agencies.

The rising number of marriages between a Korean husband and a foreign wife, the growing influx of foreign migrant workers, and the ongoing entrance of North Korean defectors have diversified the racial and ethnic composition of student populations in South Korea. The increased diversity in student populations presents serious challenges to Korean schools that have long been accustomed to homogeneous population and culture. The current study provides an overview of the current educational conditions of “multicultural students,” encompassing three major groups: children of international-marriage couples, children of foreign workers, and children who are North Korean defectors (or born in South Korea to parents who are North Korean defectors). In particular, current school attendance of children from multicultural families and the educational challenges they face in school and at home are described. Then, this study introduces current policies and programs enacted by various agencies to deal with the diverse needs of those multicultural students and also to increase awareness among citizens of multicultural issues. Finally, this chapter closes by suggesting directions for further policies and efforts to promote multiculturalism in Korean education.