The American Indian OIC’s high school, Takoda Prep, is excited to announce some exciting changes for its faculty. First and foremost, a big welcome to new Art and English teacher, Christy Hicks. Ms. Hicks joins Takoda Prep after previously working as an intervention teacher at the Learning Disabilities Association, where she worked with students who struggled with learning disabilities. Ms. Hicks is excited for Takoda Prep’s small class sizes which will give her the ability to develop long-lasting relationships with her students. When asked what her goals are for this semester, she responded that her students are reading Jazz by Tony Morrison and she hopes they will be able to connect with the themes of the book on a deep level and wants them to examine the issues of violence as it relates to society and families, and note the cultural influences found throughout the text. When asked what she was most excited about, Ms. Hicks noted that she is looking forward to creating curricula which she is both passionate about and is tailored to fit students’ needs.
The other big change at Takoda Prep is Chris Hubbard’s promotion to Education Director- Secondary. Mr. Hubbard’s new duties consist of the day-to-day administration of the high school; which means hiring new talent, managing finances, overseeing contracts, ensuring enrollment goals are attained, and meeting with various committees. Mr. Hubbard noted that a future goal for the school is integrating information technology components into the curricula so students can have a connection to higher education in that field, including possibly completing coursework in IT at the Takoda Institute. When asked what people should know about his students, he replied by saying that people often get the wrong idea when they hear the words “alternative school.” Many students attend Takoda Prep because it is a better fit for them, not because they have been kicked out of previous schools or because it is a last resort. Mr. Hubbard appreciates Takoda Prep’s model because it provides students with stability and long-lasting relationships with teachers. This is extremely beneficial, especially for students who do not necessarily have stability in their personal lives. In relation to his students, Mr. Hubbard says, “we have incredibly smart and talented kids here at Takoda Prep. Each person is unique in his or her own way and we are able to spend time getting to know them.”
“He [my son]is the man he is today as a result of the caring yet firm teaching mechanisms in place at Takoda Prep of AIOIC. They integrate state standards with traditional Native teaching methods and I truly believe this is what is needed for our youth of today. Growing up in the city is hard, especially for Native American youth who are constantly being reminded that living in two worlds can be dangerous . . . “
Lolita Granados, Mother of Takoda Prep Graduate Daryl Moreno
Fall is in the air, and school has once again begun for our youth. It is therefore an appropriate time to discuss the importance of one of our most celebrated programs here at the American Indian OIC – Takoda Prep – and why now more than ever before unique schools such as Takoda Prep are integral to sustaining the vitality of our Native American community. When taken in context of recent events relating to the national discussion involving child rearing and in conjunction with historical antecedents, this program stands as a powerful example of what works for our youth.
As an alternative High School under contract with the Minneapolis Public School District, Takoda Prep is an established program that has empowered large numbers of our community’s young people for two decades. Our students are able to acquire the skill sets and knowledge base required to earn their High School diploma, as well as thrive within the world that they are inheriting. These achievements have been accomplished through Takoda Prep’s commitment to sustaining each student’s connection to their indigenous cultural traditions – a central component within the school’s overall delivery model. This is accomplished through the use of culturally competent curriculum, direct student engagement with distinguished community leaders, and a continued exploration and examination of the indigenous perspective in academics. In fact, these cultural connections are so far embedded within the overall functionality of our school that the teachings of our elders are readily present within the very physical space itself, as opposed to the traditional, individual-focused approach of mainstream High Schools. Examples of this phenomenon in practice is evidenced in how the learning environment is arranged – being consistent with our beliefs regarding the power of the sacred emblem of the circle, and of learning in community. From this overall ethos of empowerment, our students celebrate and sustain their unique cultural identities, complete their High School education, and move on into the adult world as productive citizens.
Unfortunately, our school was created from an existing need, and that need has been prevalent throughout our recent educational history. But from where did this need arise in the first place? The answer lies in the seemingly unending struggle between cultures within this nation regarding the determination of the best way to raise and educate our youth. What typically has occurred thus far has been the repeated attempts by one culture to assert their dominion over the other, while the other continues to fight for its right to self-determinant policies.
“In these fine new buildings Indian children still commit suicide, because they are lonely among all that noise and activity. I know a ten-year-old who hanged herself. These schools are just boxes filled with homesick children. The schools leave a scar. We enter them confused and bewildered and we leave them the same way. When we enter the school we at least know that we are Indians. We come out half red and half white, not knowing what we are.”
– John Fire, Lakota Nation, on growing up within a government Boarding School From: Lame Deer: Seeker of Visions (1972)
It is a generally accepted principle in our society that we all wish the very best for our children. Irrespective of our race, color, or creed, we share the same desire that our progeny are endowed with the very best that life has to offer – or at the very least, better than what we experienced during our formative years. It is the common song of all parents to call upon themselves and the world to assist in their efforts to mold their children into self-sufficient and considerate individuals capable of caring for themselves, their families, as well as the community within which they live. Yet despite this commonality, we are not of one mind, and the ways in which we raise and discipline our children vary from culture to culture, from region to region, from house to house. Such differentiation also includes the preferred practice of formal education. In this context, the nature of the classroom and how it operates on behalf of the pupil has been a historical problem with profound ramifications upon the lives that it has impacted within the Native American community.
This is the primary source of persistent trouble that plagues us today with a palpable air of hostile divisiveness. Whenever one segment of the population attempts to dictate to another the best manner as to how to raise their children, it is most often met with defensiveness, derision, and at times outright defiance – as expressed by those who are trying not to be subjugated. One would think that such responses clearly indicate that the espoused methods for child development are in all reality harmful, offensive, and unwanted by the receiving party, and yet these attempts at “persuasion” continue on. This process has never been more visible nor more impactful than with concerns to our Native American community and its ongoing relationship with public education.
Born from its history when the cessation of hostilities were eventually effected between the United States Army and the First Nations of this continent, formalized schooling of our people was, from the start, imbued with a patrician attitude by the dominant culture – misguided by the false precept that we were in need of “saving.” It was the commonly held belief that our traditions and beliefs represented a way of life antithetical to “civilized” living, and therefore would need to be vanquished for the good of all mankind. More specifically, it was believed that our people were in need of a structured, formalized education to, at the very least, extinguish our resistance to the lifestyles espoused by the conquering United States. Why would we resist if we truly knew how beneficial it is to live in the manner established by the immigrant populations streaming throughout the land at that time? (An interesting historical note to posit towards today’s citizenry: How eager would you be to secede and succumb all of your ways – including your language – in favor of the chosen lifestyle of the newly arriving immigrant populations coming United States now in the 21st Century?) The central presupposition by the dominant culture at the close of the 19th Century was that our indigenous culture, our indigenous method of education, our preferred indigenous ways of childrearing were totally without value in the newly expanding – and militarily successful – United States of America.
From this jumping off point our nation entered a systemized and highly regulated effort to “kill the savage, and save the man” – most significantly exemplified by the creation and maintenance of government-run boarding schools. Our native children were housed within these institutions after having been forcibly stripped from their parents and removed from their own homes. Through a ceaseless educative campaign that relied heavily on corporal punishment (including whippings with a switch – what is past is prologue) our little ones were brutalized into adopting the language, history, and behavior of the dominant culture. Although the boarding schools were the most heinous iteration, the campaign to assimilate continued on for the next one hundred years. It has taken the form of despicable representations of our people within curriculum used by schools, as well as the adherence to a highly regimented, competitive, and deficit-based public education system that values individuation over collective success. Despite the ongoing public outcries from our people that this form of school system is poisonous to our young, it still remains largely untouched. Despite ample evidence that alternative methods of learning have generated success among our Native American children, these adaptations to the classroom experience have often times been marginalized through lack of endorsement or sufficient financial support by the powers that be.
Such emphases as dictated by the public education system today continue to run directly counter to the indigenous methods of community-centered, cooperative learning models that benefited our youth for centuries. Our preferred model – as employed by Takoda Prep – allows for fluctuations within the day so that each student may continue to construct their knowledge in a manner most beneficial to themselves and to their contemporaries, and where the relational component between each student – as well as between student and staff – serves as the centerpiece upon how the educative process unfolds. Unfortunately, even to this day, these antiquated, assimilative practices are still widely employed within the public education system. When one examines the data relating to Native American achievement within public schools, we remain far below our cultural peers on almost every metric. Is it any wonder why? Enter Takoda Prep of AIOIC . . .
The American Indian OIC will endeavor to retain our understanding and awareness of the fact that the students who have chosen our High School have arrived upon our doorstep as the result of an array of challenges unique to Native American youth. With the possession of such understandings, we will continue to work hard on behalf of those who are enrolled at Takoda Prep so that they continue to feel welcome with the full force of compassion and expectations held by our esteemed community at large. We believe it is our duty to instruct our own youth as to the ways of our elders and the meanings behind our traditions in addition to the “3 R’s” most commonly affiliated with schools – and to do so in a manner determined as a best practice for our people by our people. We refuse to abdicate these responsibilities unto another party any longer. Through our adherence to such principles, the American Indian OIC believes that our community itself will be best serving our children by not only broadening their understandings and appreciation of our indigenous culture – but also thus serving to sustain its vitality and value of our ways for generations to come.
This year marks Takoda Institute instructor Lloyd Wittstock’s thirty-first year at the American Indian OIC. Lloyd holds Master’s Degrees in English and History from the University of Wisconsin and began working for the AIOIC in the 1983, first helping with computer training and then writing proposals. Eventually his responsibilities shifted to focus on the educational side of the agency.
Along with teaching hundreds of students over the years, Lloyd has also taught a div
erse range of classes. Present and past classes include: Business Communications, Technology Communications, Administrative Assistant, Integrated Software, and Introduction to Computers. When asked his favorite classes and why, he mentioned either Business Communications or Introduction to Computers because of the diversified skill sets among his students. He talked about how people of all different ages and abilities take these classes, and the importance of taking the time to meet students at their skill level and help them move upward. Teaching students with such a wide range of skills and training is a job that requires much patience, but it is also one of Lloyd’s favorite parts. Along with his time and patience, Lloyd also gives his students a tight weekly schedule, so there is mutual understanding of the expectations for the classroom. When asked the best advice he gives students he said, “When in doubt, just click,” meaning, you never know unless you try. It is easy to tell from Lloyd’s demeanor that teaching is something that he both enjoys and is good at. Takoda Institute student, Charlene Molina, says of Lloyd, “he’s an excellent teacher to discuss everything with! I can talk to him about school work, politics, animals, economy and much more. Sharpest mind I know.”
Considering his significant experience, Lloyd is considered to be one of t
he American Indian OIC’s “historians.” Having a staff member with such extensive knowledge about the organization is instrumental for both the students and administration. Lloyd can shed light on the history of the organization when crucial decisions need to be made and the students use him as a resource to learn more about the school in which they are enrolled.
The American Indian OIC is grateful to have someone with Lloyd’s education, experience, and positive attitude as a member of the team.
Fun Facts about Lloyd:
He has five step children and five grandchildren. Some of Lloyd’s hobbies include: gardening, biking, tennis, and movies. When asked his favorite part about Minnesota, he replied all the different terrain and scenery. His favorite place to visit outside of Minnesota is San Francisco.
Americans are so “plugged in” that it seems impossible to get through an hour of the day without reaching for and relying on some form of technology. As our reliance on technology grows, so grows the employment sector for Information Technologies (IT)– a fact that recently inspired Congressman Keith Ellison to visit American Indian OIC.
AIOIC president Joe Hobot and key members of the AIOIC leadership team welcomed the opportunity to discuss workforce development strategies with the Congressman, who highlighted the fact there are many jobs available to individuals who possess knowledge and competency in specialized programming and coding languages currently in-demand in the IT sector. Congressman Ellison shared his first hand knowledge of employers who are struggling to find qualified IT professionals.
Congressman Ellison’s observations affirmed that AIOIC is on track to be a part of the solution, with their recent decision to add workshops on SQL, Java and Windows PowerShell, to the list of Takoda Institute IT courses. AIOIC President Joe Hobot explained, “Our hope is that these programs will allow people who possess previous computer knowledge to broaden their skill set in order to be highly competitive applying for jobs within the IT industry.”
Congressman Ellison also suggested that AIOIC partner with the #YesWeCode movement. #YesWeCode is an initiative to help train 100,000 low-opportunity youth to become highly-skilled programmers. Another new AIOIC initiative that aligns perfectly with #YesWeCode, includes offering an IT track for students enrolled at Takoda Prep, AIOIC’s alternative high school,. The big idea behind the high school IT program is to provide teenaged students with an edge for becoming successful and self sufficient in the future, by exposing them to advanced training in computer programming and coding while still in high school. Also, the rigorous nature of IT coursework planned for Takoda Prep will provide graduates with the foundation necessary to pursue higher education opportunities available at the Takoda Institute. AIOIC’s goal is to provide Takoda Prep students an opportunity to follow an IT pathway starting in high school and continuing all the way through college, ultimately attaining a promising career position with the help of AIOIC Career Services counselors.
Reflecting on Congressman Ellison’s visit Prakash Adiani, Education Director at the Takoda Institute observed, “Congressman Ellison’s visit affirmed that our IT focused education and workforce development programs are right on trend with opportunity and demand in the IT sector.”
A non-profit organization with a mission to empower American Indians to pursue career opportunities by providing individualized education, training and employment services in a culturally rich environment.