ABSTRACT
This chapter discusses the current form of initial teacher education (ITE) in Manitoba that have gained by engaging with the curriculum history of ITE in Manitoba. Manitoba entered confederation in 1870 through the Manitoba Act, which created a bilingual province as well as recognizing Aboriginal rights through the provision of a land script for Metis children. The governance and character of ITE across Canada has for much of its recent history been shaped in large part by the interactions of three institutional actors: provincial governments, universities, and the teaching profession. At present, ITE programs have been giving greater consideration to an increasingly diverse school population through program admission. This chapter focuses on three selected aspects of what characterizes current ITE namely: the current governance of ITE, the addressing of diversity in ITE, and the influence of a neoliberal economic perspective on ITE.
