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Brent is passionate teacher who believes wholeheartedly in the transformative power of education for a better social world. Crucial to this belief is developing classrooms that center on belonging, care, and relationality. Brent has taught students from elementary to graduate school, and is now a faculty member in the Faculty of Education at the Ãâ·Ñ¸£Àû×ÊÔ´ÔÚÏß¿´Æ¬ of Lethbridge. At ULethbridge, he teaches education students in the social contexts of education, literacy, and leading change in schools. In 2025-26, Brent created the Leading Social Change in Schools Cohort, the first of its kind at the Ãâ·Ñ¸£Àû×ÊÔ´ÔÚÏß¿´Æ¬ of Lethbridge – equipping new teachers with leadership skills to enact social change in their schools and communities across southern Alberta.

Brent holds a BEd and MEd from Ãâ·Ñ¸£Àû×ÊÔ´ÔÚÏß¿´Æ¬ of Alberta, an MA in Curriculum & Pedagogy from OISE/Ãâ·Ñ¸£Àû×ÊÔ´ÔÚÏß¿´Æ¬ of Toronto and is currently a doctoral candidate in Social Justice Education at Western Ãâ·Ñ¸£Àû×ÊÔ´ÔÚÏß¿´Æ¬. Before coming to the Ãâ·Ñ¸£Àû×ÊÔ´ÔÚÏß¿´Æ¬ of Lethbridge, Brent taught social justice education and literacy education at the Ãâ·Ñ¸£Àû×ÊÔ´ÔÚÏß¿´Æ¬ of British Columbia and the Ãâ·Ñ¸£Àû×ÊÔ´ÔÚÏß¿´Æ¬ of Alberta. In K-12, he has been a teacher in all divisions—elementary, middle, and high school. He has also worked as a school guidance counselor, literacy learning interventionist, and district-wide equity consultant. One of his career highlights was working as a literacy/ELA teacher and as an equity and belonging consultant with Lethbridge School Division.

Teaching and Research Interests

Brent sees his praxis as a braiding of research, teaching, and learning happening in relation to one another through constant overlaps, knots, and re-threading. Brent sees his classroom as a lab where all students (and himself) are simultaneously teachers/learners/researchers. Here, students get to try out pedagogical ideas, make mistakes and ‘mess up’, and are celebrated when failure happens – crucial ingredients to authentic (un)learning that’s necessary for real social change. 

As an educational scholar-practitioner, Brent’s main areas of expertise are in the related domains of: 

Educational & Social Foundations:

Belonging, psychological safety, and social change in education; Two-Spirit, queer, & trans belonging (particularly in rural, religious, and 'conservative' spaces); teacher-as-activist and praxis pedagogy; intersectional queer theory and queer pedagogy; controversy, contention, and ethics in education; critical social-emotional learning, student mental health and mad studies in education; affect theory and the cultural study of emotion in education, esp. confusion and discomfort in learning

Curriculum Studies, Literacy, & Transformative Learning:

Critical curriculum studies and the sociology of knowledge; marginalized and at-promise ('at-risk') learners; student-centred learning and democratic classroom culture; the ‘ungrading’ movement as a decolonial-wellness praxis; language arts curriculum and pedagogy and media literacies; the ranking and social values of ‘academic rigour’ and 'academic form' incl. creative multimodal literacies and research-creation in education.