Expressions of Native Resiliency: Experiences during the 1950s and 1960s

Expressions of Native Resiliency: Experiences during the 1950s and 1960s

Dr. Jennifer L. Penland

Fourth World Journal (2011) 10 (1): 1-46


Keywords American Indians, Cultural Awareness, Pedagogy, Assimilation, Institutional Racism, Termination Period, Culturally Responsive Curriculum, Boarding Schools, Career Decisions, Educational Experiences of American Indians, Impact of Historical Injustice, External Support Systems, Resilience of Native Communities

Abstract

This article explores the educational experiences of American Indians during the 1950s and 1960s, focusing on the termination period in U.S. history. Using phenomenological approaches, it examines themes such as culturally responsive teaching, boarding school experiences, and career decision-making. The studies highlight the impact of historical injustices and institutional racism on Native students, while emphasizing the resilience and strength of Native communities in navigating these challenges. The findings underscore the importance of integrating Native perspectives into educational curricula and practices to promote cultural awareness and support Indigenous students’ academic and career success. This research calls for increased recognition of Native voices in education and for external support systems that empower Native learners. Overall, the article affirms Native resiliency in the face of assimilationist policies and systemic barriers.

Authors

Dr. Jennifer L. Penland

Published June 1, 2011

How to Cite

Expressions of Native Resiliency: Experiences during the 1950s and 1960s. (2011). Fourth World Journal, 10(1), 1-46. https://doi.org/10.63428/a0vh8w47

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This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Copyright (c) 2025 Dr. Jennifer L. Penland (Author)

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