Toward Culturally Responsive Interpretation: Four Essential Elements for Interpreting Native American Cultures at Heritage Sites.
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| Title: | Toward Culturally Responsive Interpretation: Four Essential Elements for Interpreting Native American Cultures at Heritage Sites. |
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| Authors: | Fitzsimmons, Carol1 (AUTHOR), Rogers, Ajena Cason1 (AUTHOR) arkzk@umsystem.edu |
| Source: | Journal of Interpretation Research. Apr2026, Vol. 31 Issue 1, p121-151. 31p. |
| Subject Terms: | *Cultural maintenance, *Traditional knowledge, Indigenous peoples, Museum techniques, Cross-cultural studies, Organizational accountability, Indigenous ethnic identity |
| Geographic Terms: | Bend (Or.) |
| Abstract: | Many non-Native institutions—such as national parks, museums, and historic sites—struggle to interpret Indigenous cultures in culturally responsive ways. This qualitative study examined promising practices at the High Desert Museum in Bend, Oregon. Through onsite observations, interviews with staff, volunteers, partners, subject matter experts, Indigenous knowledge holders, and visitors, as well as an analysis of exhibitions and materials, we identified several culturally responsive approaches to interpreting Indigenous Plateau stories and cultures. Key practices included: maintaining ongoing readiness and reflection, fostering relational accountability with Indigenous partners, honoring and caring for Indigenous stories, and centering Indigenous worldviews. Together, these efforts advanced the museum toward a culturally sustaining model—recalibrating collections, celebrating Indigenous resilience, and building strong Native–non-Native partnerships. Based on these findings, we developed a Model for Culturally Responsive Interpretation to guide non-Native professionals in building and sustaining relationships with Indigenous communities. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Interpretation Research is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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