Abstract

exploded, as more works by writers of color and white women writers have entered it (while very little work by white male writers has exited-the dire predictions of opponents of multiculturalism notwithstanding). In turn, syllabi, anthologies, curricula, and scholarship have changed to include a far more diverse array of writers, texts, voices, and experiences than had been included even ten, let alone thirty or forty years ago. Most universities' student bodies have become much more diverseculturally, ethnically, linguistically, experientially, socioeconomically. Although faculty diversity has not increased nearly as much and while not all teachers and disciplines have been equally influenced by multiculturalism, for the most part, what is taught-to whom and by whom-is very different in 2005 than it was in 1960.1 For some, these changes signal the victory of multiculturalism-although its supposed victory is greeted with sorrow or anger by some, and with gladness by others. For some, multiculturalism has gone too far; for others, multiculturalism has