Clay McLeod is a father, teacher, and social justice activist. He has an 8 year old daughter and a 3 year son. He is currently an elementary classroom teacher for the Central Okanagan School District and has been teaching since 2000. He has a Bachelor of Laws (from U of A), a Bachelor of Education (from Malaspina University-College, now Vancouver Island University), and a Master of Arts in Education (from UBC-O). He also facilitates social justice-themed workshops and continuing studies courses for Okanagan College.

Clay's writing has appeared in such diverse sources as the Alberta Law Review, the British Columbia Teacher's Federation's Social Justice Newsletter, and Owl magazine. He has written about how students and others can learn about and promote fair trade, how children can learn about social justice issues and then take action, and how people of all ages can practise "intellectual self-defence", which is Noam Chomsky's name for critical consciousness aimed at understanding the world in order to make it a better place.

Clay has worked with many organizations including the Native Mental Health Association of Canada, Sal'i'shan Institute, Health Canada and La Siembra Co-operative. In addition to teaching Grade 4, his latest educational adventure will involve teaching a new course that he developed and designed for Okanagan College's Department of Continuing Studies called "Who Arranges the Furniture of Your Mind"? He is excited to be working with Avalon Alliance, because he shares in Avalon's vision of personal transformation and global sustainability, based on an awareness of each person's connection with others and the world around us. Clay is happy to be part of a team working towards building an ethical community rooted in new models of cooperation that are peaceful, holistic and conscious.

While studying for his M.A., Clay developed definitions for "mindful, communicative kindness" and "socially-engaged pedagogy":

 Mindful, communicative kindness is when both the speaker and listener work together in mutual awareness to deliberately share meaning with one another in ways which support truth and wisdom, unclouded by ignorance, in order to reduce suffering, for speaker, listener and others, from a perspective of profound respect for, and a sense of communion with, one another and all phenomena. Mindful, communicative kindness incorporates an understanding of the profound interdependence of phenomena, and it derives from a wholehearted aspiration to connect with others and cultivate wholesome mind and heart states in oneself and others, as well as beneficial circumstances in the world.

Socially-engaged pedagogy, drawing from Bell Hooks' notion of "engaged pedagogy", is the integration of the implications of socially-engaged Buddhist theory and practise with the practise of teaching and learning in a way that aspires to be transformational, liberatory and progressive. Socially-engaged pedagogy represents the notion that teaching and learning can be a practical and efficacious 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 as stress, illness, violence, war, discrimination, oppression, exploitation, poverty, marginalization and ecological degradation.