Portfolio
Continuum has completed a number of consulting assignments for organizations involved in community-based and social justice-oriented projects and endeavours.
Continuum’s clients have included:
Continuum has written and published a number of research papers, position papers, discussion papers, policy frameworks, and curriculum resources.
Continuum’s work has included (in addition to the publications below, see the Media Portfolio, Service Portfolio, and Owl World Watch Web Features Portfolio):
Continuum’s clients have included:
- Legal Services Society of BC
- La Siembra Co-operative
- Central Okanagan Teachers’ Association
- Sal’i’shan Institute
- Health Canada
- Native Mental Health Association of Canada
- Treaty and Aboriginal Rights Research, of the Indian Association of Alberta
- Feather of Hope Aboriginal AIDS Prevention Society
- Union of British Columbia Indian Chiefs
Continuum has written and published a number of research papers, position papers, discussion papers, policy frameworks, and curriculum resources.
Continuum’s work has included (in addition to the publications below, see the Media Portfolio, Service Portfolio, and Owl World Watch Web Features Portfolio):
A Teachers' Guide to A Second Change: A Gladue Rights Story - Teaching and Learning About Colonialism and Reconciliation (Vancouver: Legal Services Society, 2020). https://lss.bc.ca/publications/pub/teachers-guide-second-chance-gladue-rights-story & https://pubsdb.lss.bc.ca/pdfs/pubs/A-Teachers-Guide-to-A-Second-Chance-A-Gladue-Rights-Story-eng.pdf
Gladue Rights and How to Prepare a Gladue Submission: Workshop Facilitators' Guide (Vancouver: Legal Services Society, 2018)
On-line component: https://legalservicessocietybc.github.io/Gladue-Workshop-Presentation/#/start
A Mindful Teaching Community: Possibilities for Teacher Professional Learning
A Mindful Teaching Community: Possibilities for Teacher Professional Learning
EDITED BY KELLY HANSON CONTRIBUTIONS BY DEANNE COLLINSON; SHAWNA DENMAN; DORYAN ELLIOTT; KELLY HANSON; MELISSA JOHNSON; CLAY MCLEOD; JEANNE PARKER; MICHAEL ROSS AND RYAN SCORGIE A Mindful Teaching Community: Possibilities for Teacher Professional Learning describes a grassroots professional learning journey wherein a group of practicing classroom teachers researches their teaching practices and the role of mindfulness in their learning. Using a mix of methods, this book illustrates how the stories of an educator can be uncovered, investigated, and transformed through practicing mindfulness within a community. Through the stories told in this collection the teachers learn to see greater connections between their individual ways of thinking, their actions, and the greater system they live and work in. The storied inquiry of the educators offers unique possibilities for teachers’ professional learning. https://rowman.com/ISBN/9781498558846/A-Mindful-Teaching-Community-Possibilities-for-Teacher-Professional-Learning |
“The Oral Histories of Canada’s Northern People, Anglo-Canadian Evidence Law, and Canada’s Fiduciary Duty to First Nations: Breaking Down the Barriers of the Past” (1992) 30 Alberta Law Review 1276
https://www.albertalawreview.com/index.php/ALR/article/view/1228
https://www.albertalawreview.com/index.php/ALR/article/view/1228/1218
This article discusses the approach that Canadian law takes to First Nations’ oral history evidence. It won the 1992 William Morrow Essay Prize and was quoted by the Supreme Court of Canada in the history-making 1997 Delgamuukw decision.
https://www.albertalawreview.com/index.php/ALR/article/view/1228
https://www.albertalawreview.com/index.php/ALR/article/view/1228/1218
This article discusses the approach that Canadian law takes to First Nations’ oral history evidence. It won the 1992 William Morrow Essay Prize and was quoted by the Supreme Court of Canada in the history-making 1997 Delgamuukw decision.
What in the World is Fair Trade? An Educational Toolkit (Ottawa: La Siembra Co-operative, 2007)
https://camino.ca/community/promotion-and-education-tools or PDF Download
This curriculum resource toolkit has been designed to help teachers and community and youth group leaders facilitate activities in their classrooms and communities that will teach children and youth about Fair Trade, and particularly about Fair Trade cocoa and chocolate.
https://camino.ca/community/promotion-and-education-tools or PDF Download
This curriculum resource toolkit has been designed to help teachers and community and youth group leaders facilitate activities in their classrooms and communities that will teach children and youth about Fair Trade, and particularly about Fair Trade cocoa and chocolate.
“Square and Fair”
This article about Fair Trade chocolate was cover story of the January/February, 2005 issue of OWL: The Discovery Magazine for Kids.
This article about Fair Trade chocolate was cover story of the January/February, 2005 issue of OWL: The Discovery Magazine for Kids.
The Noble Path of Socially-Engaged Pedagogy: Connecting Teaching and Learning with Personal and Societal Well-Being (UBC-O Master’s Thesis, 2007)
https://circle.ubc.ca/bitstream/2429/3000/1/ubc_2007_fall_McLeod_Clay.pdf
https://circle.ubc.ca//handle/2429/3000
This thesis is an articulation of how the principles of socially-engaged Buddhism, a spiritual practice rooted in the teachings of the historical Buddha that integrates Buddhist practice and social activism, can enrich and enhance contemporary educational practice. It discusses Buddhist epistemology, metaphysics, ontology, psychology, ethics, and practice and relates these things to holistic education, critical pedagogy, social emotional learning, and global education. On the basis of the theoretical understanding represented by that discussion, it articulates several theoretical principles that can be practically applied to the practice of teaching and learning to make it resonate with the theory and approach of socially-engaged Buddhism. In integrating the implications of Buddhist teachings and practices with teaching and learning practice, it draws from bell hooks’ notion of “engaged pedagogy” in order to articulate a transformational, liberatory, and progressive approach to teaching called “socially-engaged pedagogy.” Socially-engaged pedagogy represents the notion that teaching and learning can be a practical site for progressive social action designed to address the real problem of suffering, both in the present and in the future, as it manifests in the world, exemplified by stress, illness, violence, war, discrimination, oppression, exploitation, poverty, marginalization, and ecological degradation.
https://circle.ubc.ca/bitstream/2429/3000/1/ubc_2007_fall_McLeod_Clay.pdf
https://circle.ubc.ca//handle/2429/3000
This thesis is an articulation of how the principles of socially-engaged Buddhism, a spiritual practice rooted in the teachings of the historical Buddha that integrates Buddhist practice and social activism, can enrich and enhance contemporary educational practice. It discusses Buddhist epistemology, metaphysics, ontology, psychology, ethics, and practice and relates these things to holistic education, critical pedagogy, social emotional learning, and global education. On the basis of the theoretical understanding represented by that discussion, it articulates several theoretical principles that can be practically applied to the practice of teaching and learning to make it resonate with the theory and approach of socially-engaged Buddhism. In integrating the implications of Buddhist teachings and practices with teaching and learning practice, it draws from bell hooks’ notion of “engaged pedagogy” in order to articulate a transformational, liberatory, and progressive approach to teaching called “socially-engaged pedagogy.” Socially-engaged pedagogy represents the notion that teaching and learning can be a practical site for progressive social action designed to address the real problem of suffering, both in the present and in the future, as it manifests in the world, exemplified by stress, illness, violence, war, discrimination, oppression, exploitation, poverty, marginalization, and ecological degradation.
McLeod, C. (2003, Spring). Elementary school Bodhisattvas. The mindfulness bell: A journal of the art of mindful living, 1, pp. 52-53.
This article describes how the global education approach resonates with Buddhist theory.
This article describes how the global education approach resonates with Buddhist theory.
The British Columbia Treaty Referendum: An Analysis of the Process
This article provides a historical overview of the treaty process, exploring the political and legal background and implications of the British Columbia provincial government’s 2002 “treaty referendum.” It argues that the referendum was a racist and colonial process that will set back treaty negotiations and that electors should have voted “no” rather than boycotting the referendum.
This article provides a historical overview of the treaty process, exploring the political and legal background and implications of the British Columbia provincial government’s 2002 “treaty referendum.” It argues that the referendum was a racist and colonial process that will set back treaty negotiations and that electors should have voted “no” rather than boycotting the referendum.
Framework for the First Nations and Inuit Fetal Alcohol Syndrome/Fetal Alcohol Effects Initiative
http://www.turtleisland.org/healing/fasfae1.pdf
This policy framework articulates the work of the FAS/FAE Technical Working Group in designing an approach to developing, implementing, and evaluating an initiative of Health Canada aimed at preventing FAS/FAE births and increasing the quality of life of FAS/FAE-affected children and families in Aboriginal Communities.
http://www.turtleisland.org/healing/fasfae1.pdf
This policy framework articulates the work of the FAS/FAE Technical Working Group in designing an approach to developing, implementing, and evaluating an initiative of Health Canada aimed at preventing FAS/FAE births and increasing the quality of life of FAS/FAE-affected children and families in Aboriginal Communities.
“Is There a Right to Methadone Maintenance Treatment in Prison?” (July, 1996) Vol. 2, No. 4, Canadian HIV/AIDS Policy & Law Newsletter 22
http://www.aidslaw.ca/publications/publicationsdocEN.php?ref=577
This article addresses the question of whether it is cruel and unusual punishment to deny an HIV-positive person methadone as part of a physician-approved treatment program. It discusses this issue in the context of a habeas corpus application that Clay McLeod brought in the Supreme Court of British Columbia on behalf of an HIV-positive woman who was denied her doctor-ordered treatment in prison. As a result of this case, British Columbia Corrections changed their policy about methadone treatment for prisoners.
http://www.aidslaw.ca/publications/publicationsdocEN.php?ref=577
This article addresses the question of whether it is cruel and unusual punishment to deny an HIV-positive person methadone as part of a physician-approved treatment program. It discusses this issue in the context of a habeas corpus application that Clay McLeod brought in the Supreme Court of British Columbia on behalf of an HIV-positive woman who was denied her doctor-ordered treatment in prison. As a result of this case, British Columbia Corrections changed their policy about methadone treatment for prisoners.
"Seeing Dad in the Mirror" Red Deer Advocate