From Language Revitalization to Graduation Rights, Minnesota Reexamines American Indian Education

By Joe Morey Rez Life Weekly Editor

The evolving state of American Indian education in Minnesota was the focus of extensive discussion during an American Indian Education Field Hearing held Monday at the Cedar Lakes Casino Hotel in Cass Lake, an event reported by the Bemidji Pioneer and hosted by the Minnesota Department of Education. Educators, parents and students participated both in person and remotely as they listened to updates and shared concerns directly with MDE Commissioner Willie Jett and agency staff.

According to the Bemidji Pioneer, feedback gathered during the hearing will be compiled and shared with all 11 tribal nations in Minnesota for review and comment.

Jett emphasized that education remains a cornerstone for opportunity across the state, stating that every Minnesota child deserves access to high-quality, culturally relevant education that honors identity and heritage. He told attendees that improving outcomes for American Indian students requires collaboration, transparency and a shared sense of responsibility, adding that the work ahead is about people, not simply policies or programs.

The conversation echoed national discussions around culturally grounded education highlighted how Indigenous communities are pushing back against one-size-fits-all approaches in public institutions.

Several MDE leaders attended the hearing, including Director of Tribal Relations Eli Dotts, American Indian Education Program Specialist Janelle Johnson, Administrative Principal Kimberly Brenden and Director of American Indian Education Annie Huberty.

According to the Bemidji Pioneer, Huberty provided an overview of legislative developments by weaving them together with her own personal experiences as an enrolled member of the Red Lake Nation and a graduate of Robbinsdale School District. She described herself as a product of Indian Education, crediting strong programming during the 1980s and 1990s while noting that, despite progress, many districts still have significant work ahead.

A major focus of the hearing centered on Native language revitalization efforts. Looking back to the 2023 legislative session, Huberty noted that Minnesota approved Native Language Revitalization Grants, with the first application round opening in 2024.

As reported by the Bemidji Pioneer, 33 of 54 applicants received funding, including Bemidji Area Schools. The district secured grant funding to hire two full-time equivalent Ojibwe language teachers, allowing Ojibwe instruction to expand at Lincoln, J.W. Smith and Gene Dillon elementary schools for at least two years, pending school board approval at its July 2025 meeting.

A second round of grant funding opened Nov. 18, with $13.5 million allocated statewide. Grant awards in the first round ranged from $5,000 to the maximum allowable $500,000, with the intent of expanding Native language instruction to all students regardless of tribal affiliation. Huberty explained that these grants allow districts to offer Native language instruction broadly, exposing students to Indigenous languages they might otherwise never encounter. According to the Bemidji Pioneer, this inclusive approach reflects a growing recognition that language preservation benefits entire communities, not just Native students. Similar themes around language as cultural infrastructure have also been explored in Newsweek reporting on Indigenous education initiatives nationwide.

Huberty also identified potential legislative changes to the Minnesota Bilingual Seals Program, which allows students to earn a seal recognizing proficiency in a second language. She noted that one Minnesota student earned a bilingual seal in the Dakota language last year but said feedback from educators suggests the current testing model reflects Western approaches that do not align well with Indigenous languages, which have historically been oral rather than written. She explained that the criteria may not be appropriate for Dakota and Ojibwe, and alternative assessment methods could be proposed in the upcoming legislative session.

The hearing also included reflection on recent policy changes affecting American Indian students. According to the Bemidji Pioneer, a 2023 update to state law created an exception to public school tobacco prohibitions, allowing American Indian students to carry medicine pouches containing loose tobacco for traditional spiritual or cultural practices. That same year, lawmakers clarified that schools may not prohibit American Indian students from wearing traditional regalia or culturally significant objects at graduation ceremonies. A 2025 amendment further encourages districts to collaborate with their American Indian Parent Advisory Committees to incorporate drumming and other culturally appropriate activities into graduation events when requested.

In 2024, the state passed legislation allowing American Indian students or staff to conduct individual or group smudging in public schools using tobacco, sage, sweetgrass or cedar, provided it is supervised by an appropriate staff member as determined by school administrators. These policy shifts, as reported by the Bemidji Pioneer, reflect a broader effort to embed cultural respect into daily school practices, a trend also noted in Newsweek coverage examining how states are reassessing long-standing institutional barriers faced by Indigenous communities.

Following formal presentations, attendees engaged directly with MDE staff to discuss the issues raised during the hearing. Commissioner Jett closed the session by encouraging continued dialogue as the next legislative session approaches, inviting communities to share successes, identify areas for growth and ask questions. He said the feedback gathered will help shape the department’s next steps and inform collaboration moving forward.

Additional information about American Indian education initiatives is available through the Minnesota Department of Education website.