Whereas Part 2 focused on the description of the curriculum developed, this section highlights the broader rationale for its development. The unit should be accompanied by a detailed discussion of the theoretical and/ or philosophical underpinnings of the curriculum decisions made to highlight the unit’s critical multicultural significance, its strengths and limitations. In order to demonstrate a conceptually sophisticated integration of the theories and principles of critical multicultural education discussed in this course you should consider your responses to the following questions and how they are represented in the curriculum you have developed:
What purposes should the curriculum serve?
How should knowledge be selected, who decides what is most worth teaching and learning, and what is the relationship between those in the classroom and the knowledge selection process?
What is the nature of students and the learning process, and how does it suggest organizing learning experiences and relationships?
How should curriculum be evaluated? How should learning be evaluated? To whom is curriculum accountable?