Hi Melinda, First of all, I have to say that your phrase "clandestinely plotting" made me laugh out loud. Very well expressed! You managed to display your tone towards the move perfectly:)
I actually taught at a middle school last year that used Hirsch's Core Knowledge curriculum in one of its schools.....Gainesville Middle School in Georgia....they are experimenting with several different "schools within schools" (Classical Studies (Core Knowledge, Earthquest....environmental focus, and Humanities....artsy/history focus.) In actual practice, so far, at least in my opinion, the schools are not that different from one another....although I think they might be trying to change this this year with a new principal. I did not teach in the Classical Studies program, but from my observation, it seemed like all kinds of practices were possible while implementing this approach. Certain key American and British novels were required, learning word roots, etc....much teaching seemed to occur that would be good practice anyway. The difference really did seem to be mostly in the literature chosen/required. For example, in the Humanities program, I had the freedom (and was encouraged and given novels to teach novels by contemporary Hispanic and African American authors (Call me Maria, the Watsons Go to Birmingham, 1963, etc., as well as novels about world cultures, Homeless Bird, etc. If I had been in the school that used the Core Knowledge curriculum, I would have been required to teach A Christmas Carol, Frankenstein, The Red Pony, etc. Not that those are bad books (except for maybe The Red Pony...not necessarily my personal favorite), but well, if you're required to teach certain novels, then time in the curriculum for other novels is eroded, and of course, if the entire curriculum consists of required novels, then a practice like reader's workshop becomes impossible. In short, I guess the impact on your school or state would depend upon the interpretation of the curriculum and how much time was left over for other studies. And of course, I'm sure I'm preeching to the choir here, but of course I believe that there are certain things that all educated people should know.....my problem occurs when a privileged white male is dictating those things and basing them all upon his culture, even if that culture is the "culture of power" in which all of our students are going to need to thrive. I guess there needs to be a place in our curriculum both for teaching the "culture of power" and for honoring our students' home cultures and heritages, and the Core Knowledge, though not inherently "bad" just seems imbalanced toward the "white male" version of literacy. I hope my rambling mixture of fact and opinion helped you at least a little. May Dartez/6th/GA > > Doe anyone use Hirsch's Core Knowledge in your state or district? If > so, are you able within this framework to implement Best Practices, > such as independent reading, Readers' Workshop and Writing Workshop? > I would like to be able to share info with colleagues and > administrators and local school board members from an informed view. > Please advise. _______________________________________________ The Literacy Workshop ListServ http://www.literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/lit_literacyworkshop.org. Search the LIT archives at http://snipurl.com/LITArchive
