Building from Within

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.