Recent trends in science education, including multicultural science, are enlivening the debate about how best to serve underrepresented groups in the geosciences, particularly Native Americans. Under what circumstances, for instance, could local ethnocentric geology modify, enrich, or supplant current models of education about our planet? The Cree First Nation of northern Manitoba has a rich tradition of “naming their world,” and this includes ethnogeological terms, metaphor, and mythology. The Pipestone Lake Anorthosite Complex on Cree lands provided a case study for systems of knowledge exploring Late Archean supracrustals and volcanics, layered mafic intrusions, the Cree metaphysics of pillowed flows, and environmental decisions about an Fe-Ti-V ore occurrence on disputed territory. Of three acknowledged methods of teaching science among native cultures - imperialistic, integrationist, and non-interventionist - the latter was considered as the most potentially motivating for students. Non-interventionist geoscience education may encourage more Native American students to consider geoscience as a path to re-awakening their planetary awareness. Consideration must be given to aboriginal history, aspirations, and the wisdom of elders to assist in meeting modern challenges while preserving the traditions of culture and language. Ethnogeology presents a direct challenge to past ways of thinking and a path to a more fully integrated and ethnically diverse geoscientific community.