This mixed method study uses a qualitatively driven approach to provide rich views into ways educators can best gain knowledge, learn to teach skills, and develop well informed attitudes about Native people within classrooms and communities. Preliminary findings point towards participants' belief in the ability of workshops to help them grow; mutual appreciation for workshop participants' willingness to engage with issues; enthusiasm for access to resources; concern about educating colleagues, and concern about overcoming institutional structures. This inquiry has the potential to inform educators who are interested in leveraging engagement with art as a means for cultivating dialogue among and with community members who have an interest in the ways that Native communities are represented, and Native worldviews understood.

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