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The population of Manitoba classrooms has expanded to include a wide range of diverse learners. While this diversity brings with it opportunities for educators, it can also pose significant challenges. Several key components of professional practice enable teachers to promote and implement a fully inclusive classroom environment. An educator's capacities to use differentiated instruction, support emotional needs, and provide professional supports within a larger framework, are necessary for inclusion. The underlying structure in which these components exist may differ, whether labelled under Response to Intervention or Universal Design for Learning, but their commonalities define best practice.

While often used with the most noble of intentions, Cultural Proficiency Frameworks (CPFs) do not sufficiently challenge underlying power-dynamics or address societal inequalities. Those of disadvantageous social standing, who are outside the perceived norm, benefit from CPFs, but not to an extent that changes their underlying status within Canada. Liberation pedagogy provides a theoretical framework for analysing the dynamics of CPF as they relate to hegemonic repression and cultural reproduction. Liberation pedagogy goes beyond CPFs' improvements of existing institutions and educational practices to challenge underlying components of learning and teaching. Through the lens of liberation pedagogy, CPFs can be analysed in terms of theoretical underpinnings, teacher-student relationships, and the purpose of education.