Beginning with research on the intersection of cultural identity, family history and education, this dissertation investigates how life experiences relevant to art contribute to identity and cultural identity formation. In exploring the lives of four Indigenous women, specifically contemporary women artists, this study makes a link between life experiences, events, art and art education. The research examines how those influences contributed to identity formation and how the selected artists incorporate identity within their artwork. In this research the notion of education as a transformative experience was also investigated. 
An Indigenous paradigm frames the qualitative research method of life history research, narrative and story telling. The data, as proposed by Kovach (2010) was gathered through an Indigenous ‘conversational method’. These methods allowed for a focus on the interconnection of experiences related to family and social relationships, schooling and professional practice. The rich stories revealed by the four artists were examined individually and through a cross-case analysis.
The findings indicate that both external and internal factors impact on the development of cultural identity. Identity development, as has been found with artistic identity development, is an accumulative process and education is an important factor. Family, self- awareness and a broadened knowledge of the external world along with a sustained interrogation of their inner world are also essential.
 	The knowledge developed in this thesis will help art educators recognize the value of meaningful cultural exchanges in the classroom, see the need to examine identity in a profound manner and discourage the practice of characterizing abilities and inclinations as cultural traits. Ultimately the particularized case studies will indicate a new direction that inserts itself into a larger narrative regarding Indigenous ways of teaching and learning.