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Basic course educators find themselves responsible for a number of new and often difficult curricular decisions that come from the awareness of changing student populations and needs. The impetus for curricular change based on response to cultural diversity issues differs somewhat from some curriculum movements in recent history. Most waves of curricular modification occur after and as a response to some disruptive event such as the publication of A Nation at Risk, the launching of Sputnik, the passage of the GI Bill. In the present ease, educators are not put in a position of damage control or crises management. Although some institutions have policies that call for implementation of multicultural curricular changes, faculty within their own content areas have a fair amount of autonomy in altering their curricula to fit the needs of their students today and tomorrow (Swanson, 1992)



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