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We aim to bring computer science (CS) to rural and American Indian students by blending American Indian storytelling practices with the educational computer programming environment called Alice. The lessons we develop cover CS concepts within the framework of the Content Standards of our state, and the Essential Understandings of American Indians. In this paper, we describe the Plateau Indian Beaded Bags lesson plan, its implementation, and the results of a lesson pilot. In the Plateau Indian Beaded Bags lesson, students learn about the beadwork of Columbia River Plateau-centered tribes. After viewing a picture of a beaded bag with a scene depicting a man on a horse in front of a woman with a tipi in the background, students are asked to construct a story based on this image. They then translate their story into code to create an animation of the story in Alice. Through this hands-on experience, students engage in algorithmic problem solving while using their imagination and creativity, increasing their exposure to, and interest in, CS. 

As part of a continuing conversation related to Indigenous methodologies in Western academic contexts, this manuscript includes a summary of the scholarly dialogue by providing background information and situatedness to an exchange that is positioned in the academy and Indigenous community simultaneously. The dialogue thus far includes a keynote presentation and a series of manuscripts that collectively help explain Indigenous research methodologies (IRMs) and delineates important considerations for practitioners and communities who relate to Indigenous research. The authors share where they agree, and where they diverge as well as their rationale for continuing the discourse in an academic forum. The paper concludes with an alternative method for dissemination (a winter count), that reimagines epistemological pluralism and knowledge protection through bicultural accountability. We consider the repatriation of Indigenous knowledge to be paramount in this process. 

Alignment with the Montana Indian Education for All (IEFA) Act, tenets of Tribal Critical Race Theory (TribalCrit) (Brayboy, 2006) and the 7 Essential Understandings, results in the effective integration of Computer Science and Storytelling into the classroom. Teacher disposition and pedagogies that reflect current education transformation trends are also discussed.