ca" (p. 77ff), which has been transformed by patterns of immigration and enterprise development in recent decades. Awareness of this transformation is meant to inform development of inclusive rather than Eurocentric curricula on one hand, and "child centered and respectful of the child's family values, cultural background, and individual learning styles, needs, and challenges" (p. 132). To put it another way, the American curriculum of the global village is envisioned as responding to a range of culture-specific cues embodied in emerging student populations rather than as a vehicle shaping the populations to conform to the cues of th
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