Deqa Muhidin

Educator | Advocate for heritage language preservation | Community connector

Deqa Muhidin believes that language is the gateway to culture, identity and history. As a Somali mother, educator and systems-level advocate, she has led the creation and expansion of the Somali Heritage Language Program in Minneapolis Public Schools, including the development of a comprehensive K–12 Somali language pathway—one of the first of its kind in the nation—designed to honor linguistic heritage while aligning with rigorous academic standards. 

Deqa is known for her relational leadership, sharp strategic vision, and tireless advocacy. From testifying at the legislature to strengthening the advocacy efforts of Somali, Hmong, and Latino families, she has proven her commitment to language justice and educational equity. Deqa is now building statewide momentum to institutionalize heritage language education. She envisions a system where schools reflect the cultural and linguistic richness of Minnesota’s communities and where home languages are seen not as extracurricular but as essential.

She will use the Bush Fellowship to study international models and develop a scalable, culturally grounded framework for heritage language programs.

What has informed your approach to leading change in your community?

I believe that if we, as Somalis, can flee a war-torn homeland and walk to safety with nothing but hope and resilience, we can also find ways to keep our children rooted in our language and culture. That same determination guided me when I developed the proposal for the Somali language program. I sought the wisdom of local scholars, educators, and cultural leaders, whose insights helped shape a model grounded in community values and educational excellence. Their guidance helped me define the non-negotiables essential to the program’s success and strengthened my resolve to see it through. 

Where do you look for inspiration and a sense of what’s possible in our region?

One of my primary goals is to learn from countries like Sweden and Finland, which have established successful heritage language education models. These countries have effectively integrated minority languages into their public education systems, fostering multilingualism while preserving cultural identity. By connecting with educators and policymakers in Sweden and Finland, I aim to understand their frameworks, challenges, and successes.