Reply to GDS vs Beauvoir for Pre K?

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[quote=Anonymous]If you see having a multicultural curriculum as an objective that conflicts (or is in inherent tension) with curricular excellence, then you won't be happy with GDS.  GDS starts from the premise that recognizing diverse experiences, POVs, and learning styles is a key to academic excellence.

To get down to specifics in the LS, the objections I've heard are (a) Sexual orientation shouldn't even be on the radars of PreK/K students (note that sexual orientation in this age group is discussed not in terms of sex but of relationships, different kinds of families, and identity), (b) identity in general is over-emphasized and, in particular, white kids who don't identify ethnically or religiously feel left out (or that the only identity they can claim is one based on privilege or oppression), and (c) sex ed is taught too early (second half of fourth grade, in science, starting with a biology unit on reproduction, and including the dissection of a chicken).

When the claim gets made that diversity drives out more important instruction, I think it's really a reaction to math and spelling instruction at GDS -- which is different than what most parents grew up with.   There's not actually a trade-off (the Free to Be assembly doesn't pre-empt math; spelling isn't skipped to talk about white privilege instead).

Basically, in the earliest years (PreK-1st?) inventive spelling is allowed/encouraged because it fosters writing (and can reinforce phonics skills).  There are still spelling lists and tests (which are corrected), but writing assignments will come home without spelling corrected.  The pedagogical theory is that a sheet covered with red marks makes kids less than eager to write and that spelling improves dramatically with increased familiarity with reading (at which point you know how words look as well as how they sound).  Since GDS has kids writing before they are reading, some improvisation is to be expected.  Everyone I know who has been freaked out by inventive spelling has come around a few years later because, in fact, their kids had no problem learning to spell correctly and their kids enjoy writing more (and write better) than they did at that age.

The other issue is math which is more conceptual and less drill-oriented than in our youth.  And even the mechanics (how you divide, for example) look different.  On the one hand, I think my DC didn't master the times table as early as I did.  On the other, DC was comfortable with algebraic concepts and with geometry much earlier than I was.  Overall, the GDS kids do well in math on standardized tests like the ERBs (and math scores have increased with this program) and the conceptual stuff is supplemented both with drill (First in Math) and with math team type problems.  The best math students can do the equivalent of two years beyond Calculus BC while still in HS.  Even though differentiation doesn't start until 7th grade.

My DC is in middle school and has been at GDS since PreK.  I'm very impressed with the education DC has received and excited about what's still ahead.  FWIW, we're straight and white.  I wanted a curriculum that took diversity seriously because, to me, that's a more intellectually rigorous and richer approach to the world than one that doesn't.  There are moments when I agree with the second critique I mentioned (enough personal identity already) although probably more on the level of thinking that it starts to feel narcissistic and limiting rather than simply age-appropriate after a few years.  But that's the opposite of claiming that, at GDS, identity is all about group identity and doesn't care about individuality.

Hope this helps clarify what people are talking about.  [/quote]

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