This question is related to Is Euclid dead? or Should Euclidean geometry be taught to high school students?, but I am not asking about whether Euclidean geometry should be taught at all, but whether alternate systems should be taught first.
non-Euclidean geometries such as Taxicab geometry have always had a bit of a "cult following" among mainstream mathematics educators, since the notions of angles can be presented in a completely different fashion (though traditional Taxicab geometry uses Euclidean angles), and of course, the notion of a "square" circle is a bit of a paradigm shift for most people.
Since these generalizations may be helpful in creating a more abstract notion of space and definitions of metrics, etc., would it be effective to teach these concepts before the Euclidean ones, or has this been tried before and there have been deleterious effects on students' ability to learn the Euclidean principles?