Shelly Knight's journey with the American Indian Higher Education Consortium (AIHEC) Tribal VISTA Program exemplifies the transformative power of service.
Before discovering the Tribal VISTA Program, Shelly faced significant challenges finding work in her field.
"I grew frustrated that my bachelor's and master’s degrees were not enough to find me work. Everyone wanted three or more years of experience, which I had, but in non-related work.” It was through her alma mater’s career services that she discovered AmeriCorps and applied to the Tribal VISTA Program, drawn by its alignment with her American Indian Studies background. Serendipitously, she was accepted by Red Lake Nation College (RLNC) to become their USDA Tribal Extension Program’s Health Coordinator and first VISTA volunteer.
Shelly's academic journey in American Indian Studies at RLNC profoundly influenced her desire to contribute directly to her community.
"I had hoped for something closer to home because in learning American Indian Studies everything you gain, you want to take it back to your community and contribute."
Shelly's adoptive grandmother, a staunch advocate for American Indian education, was pivotal in inspiring Shelly's commitment to community service.
"My Granny was an advocate in Indian education, and she inspired me to get involved…so when I was selected for service, I knew she was proud."
At RLNC, Shelly's service proved transformative as she worked to address several critical needs within the community. A significant challenge was defining the scope of the mental health programs, which required a nuanced approach to meet the community's diverse needs effectively. The broad scope of the grant necessitated a clear framework, which Shelly and her team navigated by applying the Medicine Wheel and Seventh Grandfather Teachings to guide their efforts. This helped them create culturally responsive programs that addressed the physical, emotional, mental, and spiritual aspects of health.
Additionally, the COVID-19 pandemic disrupted traditional in-person interactions, presenting another challenge. Shelly and her team adapted swiftly by leveraging technology for virtual engagement and community outreach. Their efforts included launching online platforms such as social media campaigns, virtual events, and a newsletter named Manoomin, “wild rice,” which provided crucial resources for community health during quarantine.
One of Shelly's standout projects was the creation of a demonstration healing garden on campus.
"Intergenerational learning comes so naturally when gardening. We invited K-12 students from the nearby immersion, mission, and public schools to garden at the college, which not only taught children about sustainable community practices but also immersed them in their Anishinaabe culture.”
Shelly highlighted the significance of the collaborative effort, noting that the project was deeply integrated with Red Lake organizations and schools, including elders who shared their knowledge of the Anishinaabe language and lifeways. This effort was significant because it respected and incorporated traditional Anishinaabe teachings into the programming.
The Demonstration Garden project fostered cultural exchange and addressed the broader challenge of connecting with the community amidst the pandemic. Shelly and her team continued to use the framework of the Medicine Wheel and Seventh Grandfather Teachings to structure their programming, ensuring it was culturally responsive and inclusive.
“The elders were teaching students what the four sacred medicines are and why they are sacred, and having them touch them, feel them, look at them, and recite the words back to them in Ojibwemowin." This hands-on approach helped bridge cultural gaps, allowing students to connect more deeply with their heritage.
Additionally, Shelly worked to overcome initial skepticism by demonstrating the intergenerational value of the garden, which ultimately garnered widespread support and recognition within the community. Through these efforts, Shelly effectively bridged divides by fostering mutual respect and understanding across generations and cultural backgrounds.
Another significant need during her time of service was to address the community’s desire to honor and document the contributions of local veterans. This need was met by developing the Ogichidaa’ Asamisag (Warrior Wall) digital memorial for veterans at RLNC.
Collaborating closely with community members, including military veterans, Shelly created an interactive platform that honored their stories and contributions. Creating the memorial was a journey involving extensive research and community engagement to incorporate Anishinaabe language and symbolism into the design and interactive features. The memorial across the hall from RLNC’s library features touchscreen displays, a modular candlelight vigil, and a veteran benefits kiosk, enabling community members to engage deeply with their history.
Shelly's impact extended beyond one-off projects; she inspired future generations to embrace their heritage and strengthen community bonds. Her work not only transformed community spaces but also changed perceptions.
Shelly’s service journey exemplifies how dedicated service can foster understanding, respect, and resilience across diverse cultural landscapes. Her experiences highlight the profound impact of bridging cultural divides through meaningful engagement and collaboration, showing that service is not just about what you do but about the relationships you build and the lives you touch along the way.
