“No Matter How Bitter, Horrible, or Controversial:” Exploring the Value of a Native American Education Course in a Teacher Education Program

The author discusses the statistical reality of “Native America,” and addresses some of the many shortcomings of Teacher Education Programs as they relate to Indigenous Peoples. She examines the development of the education course, “Issues in Indian Education,” which explores the history and social justice issues involved in the education of Native peoples. In the discussion and exploration of the course, the foundational “Personal Inventory of Native Knowledge” assignment is investigated as it related to the development of a critical knowledge base for one Native and two non-Native education students. The students' narratives illustrate the need and importance of courses and assignments as explored in this article for all preservice and inservice teachers.