Vicki Besaw
Vicki Besaw (Lac Courte Oreilles Lake Superior Ojibwe Tribe) didn’t expect to go back to college at age 54 to pursue her doctorate. She had been working for the College of Menominee Nation (CMN) since 2006, having started her education career in the K-12 system. But joining the faculty at CMN showed her there was more to teaching than simply helping students learn in the classroom. Students silently grappled with trauma and needed a safe space to explore the issues they faced to heal. Vicki decided to use storytelling to create that safe pathway for her students. And so, she enrolled in the First Nations Education Doctorate program at the University of Wisconsin–Green Bay.
For her dissertation, Vicki conducted an autoethnographical study to examine how educators can use Indigenous story methodology to provide a safe space for students to explore their own life stories. These life stories can help students to understand the impact of trauma on their life decisions and outcomes. Elders have used Indigenous stories for generations. Rather than overtly correcting or chastising individuals, they would often tell a story about themselves or someone else related to an issue. It was up to the listener to process and use this information in a manner that would help them most. This avoided shaming or blaming individuals and allowed for self-direction in a non-accusatory manner. Using an Indigenous story methodology, Vicki shared her own stories in her classroom so students did not have to put themselves in vulnerable positions or feel compelled to share personal information.
Through her research study, Vicki not only identified ways to better support her students but also saw intergenerational healing begin in her own family. Her mother, who had experienced childhood trauma and often felt disconnected, began writing her stories, and her son took up journaling again. Vicki emphasized that this healing work with students can open old wounds. An educator cannot simply discuss trauma in the classroom and then walk away. Educators must care for their students beyond class hours.
Vicki also noted that her work at a tribal college offers her a unique position to address trauma. She worked on her own challenges for 60 years and after identifying a way to help others, she feels she must contribute to healing. She is working to ensure CMN includes the lessons learned from her study in its English curriculum. She would also like to publish her series of 43 stories as a book, making it available outside of academia to reach more people who might benefit from those stories.
Vicki said the Mellon Faculty Career Enhancement Fellowship program with the American Indian College Fund (College Fund) was instrumental in helping her earn a doctorate. Other funding resources had dried up and she was hesitant to take on student loan debt so late in her career. As a Mellon Fellow she received funding and ongoing support from the College Fund and participated in a writing retreat, a faculty convening, and other cohort activities.
Vicki views earning her doctoral degree as a way to give back to her community. Her greatest hope is that her work will help others find meaning in their experiences.
