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After digesting the readings thus far, the one word that comes to mind is Understanding. And I see that a few people used this word. I didn't notice that until afterwards, but I see why they chose the word. I am looking at this is context of understanding not just the curriculum but everyone's perspective. From what I see we have work to do to make sure we incorporate perspectives and the curriculum remains relevant to meet the needs of our students.

One sentence is a common saying: "Seek first to understand then to be understood". I now want to make sure I understand the foundation of curriculum to be able to move forward and be a change agent.

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1. The word I choose is COMPLEX. Curriculum encapsulates many interconnected processes and narratives. It is important that we recognize the many viewpoints and backgrounds that contribute to curriculum understanding and think critically about knowledge presented through a unitary storyline.
2. The sentence that I choose to best sum up the reading is: "...we must become comfortable with a more complex, less tidy, nonlinear understanding of the history of curriculum theory" (Hendry, 2011, p. 12).

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Evolution is the word I am choosing for curriculum history. I am choosing this word because like everything else, curriculum creation, understanding, and delivery needs to change with the children. As educators we are still using methods that worked for our parents and their parents in the classroom and while there are some fundamentals we need to know, there are others that need to change. It's like moving from Home Economics to Consumer and Food Science.

One sentence to sum up the readings: Curriculum has to change and there must be new faces at the table to assist in the change to make sure curriculum is not the interpretation of one, but the belief of most.

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1. The word I chose is CHANGE. Education and curriculum are changing constantly. I have been teaching for 14 years and I learned many different strategies to help make learning more meaningful for our students.

2. “Their choice of curriculum documents serves to underscore the traditional focus of the curriculum field in the US on addressing and improving the obviously broad and continuously contested array of knowledge and experiences offered within schools.” (Kim, P. and Marshall, J., 2006. Synoptic curriculum texts: representation of contemporary curriculum scholarship. Journal of Curriculum Studies)

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“Progress” is the word that I believe best sums up and encapsulates the ideas of the articles.  The shift from curriculum development to curriculum understanding where we are now incorporating students outside influences and experiences when designing curriculum shows that progress has been made.  In addition, the realization and acknowledgement that that there are portions of curriculum history that has been left out, misinterpreted, and falsely told also shows that progress is being made. The fact that curriculum theorist, like Hendry, is illuminating and addressing the “suppression of contradictory stories, most often those of women, people of color, and the working class” (2011 p. 13) is more evidence of this progress.

After completing the readings, what stood out most to me is the complexity of the history of curriculum and how our understanding of curriculum has changed over time. We now understand that in studying curriculum we shouldn’t just focus on knowledge, but we must keep in mind the root meaning of curriculum, currere and consider our journeys and experiences (Malewski, 2022). We also have a better understanding of the role many different groups, including women, played in the history of curriculum.

Hendry, P.M. (2011). Engendering curriculum history. Routledge.

Malewski, E., 2022. 7510.2.8.22.22 Video.

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1) The word that I chose is devalues. This word resonated with me because throughout all of the readings, the devaluation of women and minorities was discussed. Essentially, devaluing of women and minorities as well as their contributions to not only history, but the history of education is detrimental to education as we know it.

2) Curriculum, like history, is constructed through those in power who want to make sure that their perspectives are the main ideas that dominate the field.

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1.       The word that encapsulates Curriculum History for me is ADAPTING. Each passage and video cited how education started, and how education has adapted from era to era. Ralph Tyler (1949) gives us the foundation on which curriculum was built upon. His principles of curriculum development, (1. Educational purposes 2. Learning experiences 3. How are learning experiences organized 4. How can the effectiveness of learning experiences be evaluated?) provide a template for all curriculum. Teachers adapt that outline every year to best fit their classroom curriculum. Hendry’s (2011) idea of how curriculum adaptation focuses on how curriculum has adapted and how it should continue to adapt. Hendry takes the stance that women are left out of educational history. It is nearly impossible to write them back into the history. However, now that we know the errors, it is our job to adapt from this point forward. Malewski’s (2019) focuses on the idea of universal truths. His article challenges us to think more critically about universal truths and common knowledge. He wants us to adapt our thinking to a more objective way of thinking.

2.       If we fail to adapt and commit to improvement, then we are decaying. Nothing is perfect, but we must strive to improve. We must be willing to be flexible and adapt in order make improvements.

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1. The word that I believe best sums up and encapsulates the ideas of the articles is understanding. Schubert (2004) shares an idea that I saw widely shared in the commentaries and additional conversations. It states, “To understand the curriculum practice that powerfully transforms human lives, scholarship must include more than school alone; it must embrace the educational influence of community, culture, world, and even cosmic phenomena” (p.20). For a change to happen to benefit the differences seen in our world and classrooms today, we need to be able to UNDERSTAND the importance of even the smallest of pieces of what makes our students who they are and celebrate each piece of the puzzle.

2. Historically, curriculum shines a light on the ideas, traditions, and perspectives of those who are in power or have the dominant voice.

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Module 2: Curriculum History/Kristy White

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Module 2: Curriculum History/Kristy White

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(1) The word that I believe best sums up the ideas of our readings these past couple of weeks is UNDERSTANDING. Hendry (2011) says that "the struggle between old and new" is where transformation can happen. We need to be able to understand the decisions that have historically been made about the curriculum that we are teaching in order to engage our efforts.  We should be able to use our understanding for reconstruction and reconceptualization.

(2) Schubert (2004) says that we need to be able to UNDERSTAND and study curriculum in order to see how it can "powerfully transform human lives".  I kept seeing that recurring message in most of the readings.  Kim and Marshall spoke about understanding curriculum texts in order to evaluate them.  They said that "reconceptualized curriculum scholarship emphasizes reflecting on, understanding, and theorizing curriculum practice".  Munro said that we should evaluate history and understand what happened in the past in order to not make the same mistakes in our curriculum and not "set limits" on individuals.  Lastly, Tyler's article also mentioned understanding contemporary problems so as not to pass them on to the next generation.

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The word that I chose to sum up this module on curriculum through the lens of history is together. The first reason that I chose the word together comes from the readings of Hendry. This text taught me how curriculum has been developed and written predominantly from one perspective. Schubert teaches us that we are the sum of our experiences. I can emphatically say that I have not experienced the same things as everyone else. When studying curriculum, someone else will have a completely different perspective than I will. That is why it is important for us to work together when reviewing curriculum. Something that I might not understand to be biased could be viewed that way by others, and when we work together to develop curriculum a multitude of perspectives will help us understand the correct course of action. I chose together also because within a classroom it is vitally important that students relate to the curriculum. The only way to make curriculum relevant is to know and understand each of the individuals in the classroom. By doing so, a teacher can help students make connections to the curriculum being delivered to deepen meaning and understanding.

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Module 2: Curriculum History/ Katherine Kaiser

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Module 2: Curriculum History/ Katherine Kaiser

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1. The word I chose was perspective.  When looking at this module over Curriculum History, this word was one that I was constantly going back to.  We can see in Hendry's work on Engendering Curriculum, work we look at how many perspectives were erased in our history.  In both of the readings, Understanding History and Kim and Marshall's work on Synoptic Curriculum texts we are exposed to various perspectives of curriculum through many different texts written on curriculum.
2. Curriculum, like history, is constructed through those in power who want to make sure that their perspectives are the main ideas that dominate the field.

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Module 2: Curriculum History / Caitlin Lyons

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Module 2: Curriculum History / Caitlin Lyons

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1. Transformation: I chose this word to sum up the ideas of the articles because education and curriculum are constantly transforming. Over the years, curriculum has transformed from traditional scholarship, focusing on the "what", to reconceptualized scholarship that focuses more on the "why" and the "how" of curriculum. More so, educators are always transforming curriculum in order to make it relevant, meaningful, and authentic for students. Schubert (2004) discussed the importance of experiences "derived from informal converstaions with students" and how those create the most meaningful, transformative learning opportunities.
2. "To understand the curriculum practice that powerfully transforms human lives, scholarship must include more than school alone; it must embrace the educational influence of community, culture, world, and even cosmic phenomena" - Schubert, 2004

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1. The word that I chose to sum up the readings for this module is perspective. Pinar described the steps of understanding curriculum methodology, and these steps were deeply individual and included self-analysis. The Hendry (2011) piece was about how the perspectives or voices of some individuals are amplified while some were silenced as the field of curriculum developed. The same piece also argued that history cannot be looked at as linear or only told from only one perspective. Schubert also agrees that many perspectives and outlets influence people, and that scholarship must embrace these other influences. The Kim & Marshall study (2006) was about how perspectives have changed over the years and how reconceptualization is gaining traction in curriculum texts.

2. The sentence that stood out most to me was “...it is essential to study curriculum (better currere) through lenses that are oriented to realms of  history, politics, class, race, gender and sexuality, place, philosophy, phenomenology, theology, international relations, aesthetics, post-modern exploration, autobiography, and more” (Schubert, 2011, p. 20). I believe this sentence gives us a roadmap on how to add a variety of perspectives and voices into curriculum studies or how curriculum can be reconceptualized.

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The word that resonated the most from the readings for me was INTERACTIONS.
Interactions, formal or informal, help aid in meaningful educational and non-educational experiences that drive instruction, curriculum development, and understanding. The statement made by Shubert (2004), “The most important reconceptualizations and reconstructions of experience derived from informal conversations with students,” drives home the point about the importance of interactions.  One can understand the outside curriculum interactions and interactions inside the classroom that have shaped the students and use them to guide individualized classroom instruction and strategies.

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Module 2: Curriculum History/Nicole Beal

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Module 2: Curriculum History/Nicole Beal

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Erasure is a word that comes to mind when I reflect on the texts from this week. Hendry's article (2011) emphasized the importance of thinking critically about the perspectives of those that have been left out of curriculum. When considering the history of curriculum, we must do the work of thinking about counter narratives and the opportunities that they present, while also being aware of the problems that arise when scholars try to correct past erasures. I am learning that everything is complex and nuanced. What is important is that we realize that what was once considered fact may have several contradictory perspectives that dispute the erasure of a particular gender, identity, cultural group, or some other characteristic of marginalized people.

The sentence that I most identified with this week is "The discrepancies between what is told and what is experienced - are themselves theoretical constructs." (Hendry, 2011, p. 5). The work we are doing is teaching me to leave space for the possibility that what I know about a topic is probably slanted in some way. I have to remember that everyone who experiences an event has their own perspective. It is important to consider whose experience was allowed to be represented in history and why. It would appear that textbooks that recognize this shift from simply developing curriculum to also understanding are more beneficial to the field of curriculum studies. Thankfully, according to Kim and Marshall's article on Synoptic curriculum texts, more recent texts are heading in that direction.

References
Hendry, P. (2011). Engendering Curriculum History (1st ed.). Routledge. https://doi.org/10.4324/9780203839003

Kim, P.G. & Marshall, J.D. (2006). Synoptic curriculum texts: representation of contemporary curriculum scholarship. Journal of Curriculum Studies, Volume 38 No 3 pages 327-349.DOI: 10.1080/0022270500455202

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Module 2: Curriculum History/ Shanna Walker

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Module 2: Curriculum History/ Shanna Walker

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1) The word I selected to sum up my readings and analysis of this weeks articles would be CHALLENGE. I chose this word because Hendry (2011) makes great points about how we need to disrupt our search for one single hero in history but rather challenge that stories in history can have more than one storyline. It is important that we as teachers realize the impact we have in how we explain topics or tell history. The perspectives we give are often what students will take away, however we need to challenge students to become individual thinkers and develop more understanding based on their shared experiences. Challenge students to form their own options with project based learning and real world application of topics which can add meaning to education itself for students (Shubert, 2004)

2) Challenge the way curriculum is understood by becoming comfortable with the idea of a less linear method that allows for student individualization and thinking outside the box.

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Module 2:Curriculum History/ Alexandra DeWild

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Module 2:Curriculum History/ Alexandra DeWild

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1. The word I chose is POWER! I chose this word because we, as educators, may feel like we are powerless in the big scheme of things, but we are incredibly powerful when it comes to the four walls of our classroom. We hold the power to instruct, inspire, and improve the life of each student that walks in our door each morning. In Dr. Malewski's video for module 2, he mentioned the difference between dominant and marginalized individuals in history. He also mentioned that the winners are the ones who decide what is written in history (Malewski, 2022). By choosing the word POWER, I have hope of changing this pattern that has been a part of history for as long as we have known. Educators are the winners, whether they are recognized for it or not.

2. Curriculum is developed by those in POWER; however, the ones who should be developing and adapting the curriculum are those who are most powerful, the teachers themselves.
I chose this as my sentence because of a quote from Schubert (2004), which stated, " I wanted to share this with others, become a teacher, enable reflection that transforms perspectives (p. 19). I want to transform perspectives for my students as well as my coworkers. I want to be a driving force behind acknowledging the importance of allowing educators to focus on doing what is best for their students each and everyday.

Malewski, E., 2022. 7510.2.8.22.22 Video.

Schubert W. (2004). Curriculum and pedagogy for reconstruction and reconceptualization, Journal of Curriculum and Pedagogy, 1:1, 19-21, DOI:10.1080/15505170.2004.10411471

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Module 2: Curriculum History/Tracie Chavis

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Module 2: Curriculum History/Tracie Chavis

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The word I selected is paradox. The history of curriculum in and of itself is a paradox. Google defines a paradox as a literary device that contradicts itself but contains a plausible kernel of truth. Throughout curriculum history, scholars have shifted from traditional curriculum development (Tyler) to a reconceptualized curriculum (Pinar). The Tyler Rationale sets the foundation for curriculum development through creating, selecting, organizing, and assessing objectives.
On the other hand, reconceptualization focuses on teacher and student interactions to determine the unique needs of each student. According to William H. Schubert: Curriculum and Pedagogy for Reconstruction and Reconceptualization (2004), “it is essential to study curriculum (better currere) through lenses that are oriented to realms of history, politics, class, race, gender and sexuality, place, philosophy, phenomenology, theology, international relations, aesthetics, postmodern exploration, autobiography, and more.” This means our students bring so much of themselves, their culture, and their community into our classroom daily. (pg.3) “Even Tyler (1949) states, “A study of learners themselves would seek to identify needed changes in behavior patterns of the students which the educational institution should seek to produce. (pg.6) Determining students’ needs is an underlined kernel within traditional curriculum and reconceptualization. As educators, we need to investigate what each of the students in our classroom needs the most from us, no matter the curriculum we teach.

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Module 2: Curriculum History/Kelsey Ikerd

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Module 2: Curriculum History/Kelsey Ikerd

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1. Upon reading the articles and excerpts from this week's Module, the word "voice" kept resurfacing in my mind. From the yelling voices of those drowning out the cries of historically oppressed as Hendry (2011) exposed, to the conversations of evolution and change that Kim and Marshall (2006) discuss throughout curriculum development, to the songs of reconceptualism Schubert (2004) sings, there are countless voices of influence that have shaped curriculum as we know it. And like the GIF I've chosen, it is often that the voices that need to be heard the most are stolen are silenced by those in power or with greater influence.
2. Historically, curriculum reflects the ideals, principles, and concepts that individuals with power, money, or influence design as opposed to the educators who actually teach the curriculum.

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Module 2: Curriculum History/ Paige Everett

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Module 2: Curriculum History/ Paige Everett

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The word I chose was experiences. I chose this word because our experiences are always new and our opinions of things are always changing based on our experiences. History is based on people's experiences. In school we were typically taught one person's side of the story or their experience of the situation. As a society we are beginning to put realize that parts of history were left our and only one side of the story has been told. I think this word stood out to me because of the experiences I had in school led me to become a teacher. I also believe my experiences in life help me to better understand and teach my students.

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Module 2: Curriculum History/Jennifer Young

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Module 2: Curriculum History/Jennifer Young

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The word I chose was evolving.  Evolving is to develop gradually; especially from a simple to a more complex form.  I feel that throughout all the articles we see an evolution of curriculum.  In the beginning, the curriculum was driven by men.  Men designed what should be taught, and then the women taught it.  Women were there to facilitate learning.  As the years have passed, we have seen curriculum involve.  It takes into consideration the child, how the child learns, what is going on in society today, and how it impacts the child's learning.  The curriculum is ever-changing and being reformulated simply To understand the curriculum practice that powerfully transforms human lives, scholarship must include more than school alone; it must embrace the educational

influence of community, culture, world, and even cosmic phenomena. (Shubert, 2004 (p.2)
Throughout the readings this week we have read how curriculum started in the homes, then schools were built and white men decided what was taught. Then the Industrial Age brought about a focus change in the curriculum. Women became advocates for change and autonomy for teachers. Objectives have taken into consideration both behavioral aspects and content aspects. Tyler wrote, "By defining these desired educational results as clearly as possible, the curriculum-maker has the most useful set of criteria for selecting content, for suggesting learning activities, for deciding on the kind of teaching procedures to follow, to carry on all the further aspects of curriculum planning." (Tyler, 1949).

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Module 2: Curriculum History/ Sarah Middleton

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Module 2: Curriculum History/ Sarah Middleton

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1.) Puzzle Pieces: I chose puzzle pieces as my word(s) to summarize the articles for Module 2: Curriculum History. My reasoning for selecting these words is because we think about the Tyler Rationale and Pinar. Tyler focuses on the four overarching questions as the representation for curriculum development, while Pinar directs his knowledge representing reconceptualization and the understanding of curriculum. By piecing together each of the articles read from Module 1 and 2, we can grasp how curriculum has developed over time throughout history, and how impactful it is emphasize the change within curriculum understanding. Sometimes it can often be valuable to learn what not to do. Seeing how curriculum development has created a sense of power and structure within education, by knowing this, curriculum specialists can work towards ensuring that by understanding curriculum, authentic educational pedagogy is established in classrooms to benefit all students.

2.) Historically, curriculum development is one of the puzzle pieces curriculum specialist need when working towards meeting the needs of students by understanding curriculum.

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Hope there are some 90s babies that recognize this Nickelodeon cartoon.

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Module 2: Curriculum History/ Maya Rowsom

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Module 2: Curriculum History/ Maya Rowsom

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1.) Tug of War- I chose this which is not one word as my summary of the articles. Tug of war was chosen because there is this divide in the field of curriculum between traditional curriculum(Tyler Rationale) and the reconceptualized curriculum(child-centered).

2.) Understanding curriculum history helps curriculum specialist develop and implement rigorous coursework that can expand student's creativity in their work.