Teaching Skills for Today While Bridging to the Past

I recall the stories of tibdo (older brother) David Gipp and deksi (uncle) Lionel Bordeaux how, during the establishment of tribal colleges over 50 years ago, key political leaders advised them to just keep focused on vocational education, which at that time implied Native men should become farmers and labors and women household helpers. The dreams of those leaders were much more intent, and fortunately they persevered! The tribal colleges and universities (TCUs) of today are complex and competitive institutions of higher education, providing opportunities for Indigenous students and tribal communities.

All the TCUs include career and technical education (CTE) programming and have done so since their creation. Most develop programs to meet tribal community needs but also are based on the interests of our students and tribal employment opportunities. CTE is a broad term that combines academic and technical skills with the knowledge and training needed to succeed in the labor market, which includes the TCUs as employers and the development of faculty and teachers. More simply, students don’t just learn about things, they are taught how to do them and to do them well. CTE is about learning hard or technical skills for a specific job but also learning “soft skills” that include time management, work ethic, problem-solving, and teamwork.

Generally, CTE programs may include college work study, internships, and apprenticeships with certifications along that pathway. TCUs have strong partnerships with local industries and businesses for on-the-job experience. In many ways, CTE programming serves as a bridge by providing options as students determine a career. While most CTE programs focus on carpentry, construction trades, certified driver licensure, plumbing, electrical, etc., today’s workforce needs also include the oil industry, cybersecurity, nursing, social work, paralegal, veterinary services, childcare, early childhood education, land management, housing, and advanced manufacturing to name but a few! All of these, plus many other fields, are part of the TCUs’ CTE curriculum.

Integral to the CTE and TCU experience is the incorporation of culture as a component of the learning journey. Cultural knowledge is a consideration of all TCU programming and courses that is facilitated by bringing in elders and knowledge keepers. For example, the CCCC early childhood education (ECE) curriculum includes a component on Dakota cultural taboos regarding the care of babies and toddlers with elders discussing the Dakota protocols. CCCC’s ECE program is the starting point for the development of teachers for the Head Start program that serves the Spirit Lake Dakota community. It is a core CTE program at CCCC that includes certificates, internships, and, very soon, apprenticeships, but also academic credentials for the AA and BA in ECE.

TCUs are amazing places, and CTE is a key ingredient to the many success stories as described in this edition of TCJ. I am so proud to be a TCU president carrying out the dreams of our relatives.

Mitakuye Oyasin,

Cynthia Lindquist, PhD (Spirit Lake Dakota)
President, Cankdeska Cikana Community College
Tribal College Journal Advisory Board