The purpose of this study was to examine the lived educational experiences of American Indians who grew up during the 1950s and 1960s, known as the termination period in American history. The research for this phenomenological study consisted of interviews with eight participants who were willing to share their personal experiences from this selected time. Ten reoccurring themes were uncovered: chaos brings balance, challenge to become bi-cultural, the importance of teachers, external support systems, spirituality, tribal influences, influences of economic resources, cultural awareness and value, relevant curriculum, and recruitment of Native teachers. By uncovering these stories, it is hopeful that educators would benefit by being able to further illuminate and contextualize an understanding for more culturally responsive pedagogy.
American Indian Education, Termination Period, Culturally Responsive Pedagogy, Institutional Racism, Phenomenology, and Lived Experiences
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 License.
Recommended APA Citation
Penland, J. (2010). Voices of Native Resiliency: Educational Experiences from the 1950s and 1960s. The Qualitative Report, 15(2), 430-454. Retrieved from https://nsuworks.nova.edu/tqr/vol15/iss2/11