The Canadian Journal of Indigenous Studies

Vol. 1 No. 1 (2025): Inaugural Edition Canadian Journal of Indigenous Studies
Scholarly Articles

Building from Within: One Province’s Push to Increase the Representation of Indigenous Teachers in the K-12 School System

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  • Lucas Skelton,
  • Ella Flett-McMahon
Lucas Skelton
University of Winnipeg
Ella Flett-McMahon
University of Winnipeg
Kwantlen Artist Brandon Gabriel's interpretation of a bear

Published 2025-08-15

Keywords

  • Indigenous Teachers,
  • Non-Indigenous Allies,
  • Tribal Critical Race Theory,
  • Policy Analysis,
  • Aboriginal Teacher Education Programming

How to Cite

Skelton, L., & Flett-McMahon, E. (2025). Building from Within: One Province’s Push to Increase the Representation of Indigenous Teachers in the K-12 School System. The Canadian Journal of Indigenous Studies , 1(1). Retrieved from https://cjis.uwinnipeg.ca/index.php/CJIS/article/view/20

Copyright (c) 2025 Lucas Skelton, Ella Flett-McMahon

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Abstract

This article critically examines the initiatives that Manitoba has implemented to increase the representation of Indigenous educators in the teaching force. The article highlights the policy directives that are currently in place to ensure a historically under-represented group is included in numbers that are more meaningful. We use policy analysis to explore policies that school boards and post-secondary institutions have implemented to indigenize the homogenous teaching force. For a framework, we explore Tribal Critical Race Theory and its potential to confront the continued colonization attempts within the school system and the potential of altering those structures for Indigenous people.

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