Following a historical review of Native American educational practices, this book chapter examines various approaches for increasing Native American representation in higher education, presented within the framework of three orientations to curriculum planning. First, Native students may be expected to change to fit the curriculum--to learn the rules and practices of the institution as well as obtain supplemental educational instruction and psychosocial support on their own. This approach relies on Native student assimilation to institutional culture and usually results in the student's culture being viewed as a deficiency. Second, creating culturally congruent curricula involves faculty taking the time to learn about cultural values and concepts and then taking action to integrate these values and concepts into the educational process in a caring fashion. Cultural discontinuity theory can serve as a foundation for this approach. Third, empowering students and communities necessitates correcting the imbalance of power that has kept the voices of Native Americans out of the academic dialogue. The classroom can serve as a forum for challenging social inequalities; the capacity of students to assume teaching and learning roles can be recognized; and universities can involve tribal communities in defining educational needs, developing curricula, and evaluating outcomes. Curricula of higher educational institutions that attend to the needs of all could be powerful catalysts for social change. (Contains 48 references.) (TD)