Assignment instructions
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A Journey of Curricular [En]Visioning
PART IV: SYNTHETICAL
Presentism—
what may be interpreted as the overwhelming focus on and “drowning” in the extreme moment—as explained by Pinar (2004)(see the uploaded file), has caused teachers/ educators to have “forgotten the past, and we are unable to imagine the future” (p. 3). A prime example of presentism is the narrowed focus of curriculum and pedagogy as it is geared to emphasize and cater to standardized testing. Thus, pushing students to master information to obtain a particular test score becomes the extreme moment. Nothing else matters, for both students and teachers, except the here-and-now of the test. As a result, Beyer and Apple’s (1998, pp. 5-6) eight categories of questions to curriculum deliberation are by-passed as teachers are deskilled and divorced from curriculum development, as the external packaging of what is knowledge, curriculum, and policy enters the internal world of the classroom. Thus, Pinar (2004) writes, “the curricular task becomes the recovery of memory and history in ways that psychologically allow individuals to reenter politically the public sphere in privately meaningful and ethically committed ways” (p. 240).
Thus, drawing upon Pinar’s Currere, (see the uploaded file) this activity was designed to have you to draw out and separately conceptualize (or name) your temporal spaces
In the synthetical, link my (past, present, and future) together. For most colleagues this separation has been difficult due to the embeddedness, consciously or unconsciously, of the meanings of the past and future to one’s private naming. I am now asking you to consciously and purposefully put the temporal spaces together with your conceptualizations as you interpret, that is, ascertain your private meanings (citations expected) and address their public portrayals within curriculum development and enactment (citations expected). This is necessary, because presentism must be challenged and contradicted
by self-consciously cultivating the temporality of subjectivity, insisting on the simultaneity of past, present, and future, a temporal complexity in which difference does not dissolve onto a flatted surface. The education of the American public [and perhaps the “public” in other countries as a measure of social justice] requires the cultivation of historicity as well as self-reflexivity, intellectuality, and erudition. (Pinar, 2004, 240)

Please, see the uploaded file about my experience with curriculum in my past, present, and future.
Now, I am a PhD student in the curriculum department and I have to consider that I will be curriculast who will design a curriculum in the future.
In this paper (synthetical paper), you should do the following:
Link my (past, present, and future, see the loaded file) together in a synthetical paper.
The overarching questions to this paper are:
“What are the multi-dimensional interrelations of my past, present, and future?”
“What are the impact of these temporal spaces ( my past, present, and future), conceptualizations, and interpretations on my vision for curriculum in a diverse society?”
Here are items to address in this paper: (you must consider the uploaded file to help you answering these questions)
1. How do you see your future present in the past, your past in your future, and your present a part of both your past and your future?
2. As you conceptualize your past, present, and future, how do they stand apart?
3. What are the themes that you can identify across the three?
1. Where have your intellectual interests, as well as what you’ve learned in this course and others, lead you, perhaps even freed you, to conceptualize the three areas and then interpret them for meaning? (What is this means is your PhD program is part of your story, but it has also provided you intellectual skills and language in which you are able to name the past, present, and future and the influences in those areas.)
2. How do your conceptualizations and realizations of temporal spaces (my past, present and future) through this activity move you toward thinking deeply about curriculum for a diverse society rather than accepting or unconsciously supporting presentism and standardization?
3. As you synthesis the three temporal spaces (my past, present and future) and specifically conceptualize your whole “story” if your curricular vision has shifted since you wrote about it in (your future), please address those shifts here.
You will write a formal, yet well-edited, double-spaced, 8-10 page paper. [Continue in the writing process of tightening up your writing during the multiple draft process. Use peer readers to assist in editing and clarification.]
The paper will be evaluated on content depth in terms of your synthesis/interpretation reflective of the above questions, connection to the literature/readings, written articulation skills, and required APA formatting (in text citations and reference page).