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No roads home: How a chronic housing shortage has Montana reservations locked in crisis

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  Published in House and Home on Monday, September 29th 2025 at 10:03 GMT by Missoulian
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Missoula Schools and Indigenous Communities Join Forces to Revive Native Languages

In a quiet but significant partnership that could change the way Missoula teaches its history, the local school district has teamed up with several nearby tribal communities to bring Native American languages and cultural lessons into the mainstream curriculum. The initiative, announced in late March, is the result of months of dialogue between district officials, Indigenous elders, and local educators. According to the Missoulian’s report—drawn from interviews and press releases—the program aims to give students an authentic understanding of the region’s pre‑Columbian heritage while supporting the cultural survival of the tribes that have long called these lands home.

A History of Inclusion, and a Need for Progress

The Missoulian article opens with a brief look back at Missoula’s past. While the city’s name itself comes from the Salish word ma‑shu‑li, meaning “the water is deep,” the school system historically taught history from a Euro‑centric lens. “We had the occasional page on the Flathead or the Crow,” says Superintendent Dr. Karen O’Connor. “But it was always a footnote.” That changed when an advisory board, composed of local Indigenous leaders and school district staff, recommended a shift toward a more comprehensive curriculum.

In addition to revising textbooks, the board has worked to hire cultural liaisons. Dr. O’Connor explains that “cultural liaisons are more than interpreters; they’re teachers who help us weave Indigenous perspectives into everyday lessons.” One such liaison, Ms. Lila K. Jones, a Crow Nation elder, has already begun leading weekly workshops for elementary students in the district’s main campus.

Funding and Partnerships

The article highlights a pivotal moment: a $150,000 grant from the Montana Department of Natural Resources and Historic Preservation. “The money will help us purchase audio recordings, create curriculum guides, and hire additional support staff,” says Ms. Jones. The funding is tied to a multi‑year partnership with the Northern Cheyenne Indian Reservation and the Salish and Kootenai Tribes, both of whom have their own language revitalization programs.

In a footnote, the Missoulian links to the Montana Department of Natural Resources’s official grant page, which lists detailed project milestones. The department’s own documentation confirms that the grant will be disbursed over three years, with an expected impact on 20,000 students in the district. “We’re not just saving languages; we’re saving history, identity, and community cohesion,” Ms. Jones adds.

Classroom Impact

The article spends a substantial section on the day‑to‑day effects of the program. Teachers are integrating Indigenous stories and vocabulary into subjects ranging from history to science. In one classroom, 5th‑grade students are learning to identify local plant species in the Kootenai language, while 8th‑grade history lessons include a segment on the 1864 Treaty of Fort Laramie, a treaty that directly involved the Crow Nation.

Students’ enthusiasm is palpable. “When we talk about the Salish people, it feels less like a story and more like our family’s story,” says Maya Patel, a junior at Missoula High School. Teachers report a noticeable increase in engagement: “Students come into class eager to share what they’ve learned,” notes Ms. Linda Green, a 7th‑grade teacher who recently completed a 2‑hour workshop with the Salish elders.

Broader Community Reaction

The Missoulian’s coverage includes quotes from local business owners and parents, many of whom see the program as a bridge between Missoula’s diverse populations. “We’ve always wanted to understand the roots of our city,” says Jeffery Hall, owner of a local hardware store. “Now we’re finally learning from the original keepers of the land.”

While the majority of the community supports the initiative, the article also touches on challenges. Some parents express concerns about time constraints and the perceived “burden” of adding new material. District officials acknowledge these concerns and are working to integrate the program in a way that complements existing standards, not replaces them.

Future Directions and Related Readings

At the end of the piece, the Missoulian points readers toward related content. One link leads to a profile of the Native American Cultural Center in Missoula, a nonprofit that has been partnering with the school district for over a decade. Another link takes readers to a recent editorial on the broader importance of language preservation across the United States, published by the Montana Gazette.

The article concludes with a hopeful note: “Indigenous languages are more than words; they are the lenses through which communities view the world.” By weaving these lenses into everyday learning, Missoula’s schools are taking an active step toward a more inclusive, culturally aware future.

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