| Abstract: | From 1995 to 1997, a culturally relevant transfer degree program was developed at a tribally controlled Community College in Minnesota. Broad traditional values held in common by most indigenous peoples formed the backbone of the project. These values led to the formulation of several significant components of culturally sensitive programs, which were enhanced by classroom practices adopted and distilled during more than two decades of teaching from middle school to the graduate level. Many of these coincided with and reinforced traditional American Indian values. In addition, practical lessons were learned while creating this new model of education. Our conclusion: the core of minority‐centered education should be good teaching strategies applied to a specific population but applicable to and effective for all students. |
