for their exceptional attention to the integrity and quality of the Journal over the last three years. Nancy Maynes and the CJE Managing Editor Sharon Hu have been exceedingly helpful in maintaining a supportive transition as we consider the priorities of the Journal going forward. We are in a historic time nationally and internationally due to COVID-19, greater awareness of long-standing systemic racism and social exclusions, intensifying climate change, Indigenous resurgence in Canada, and shifting global conflict. Timely, critical, and socially relevant educational research, theory, and analysis are exceedingly important for researchers, leaders and practitioners to respond with insight, clarity and new visions in our complex world.CJE is poised to continue to have an important role in these changing times. Hence, in our vision for the Journal, we are seeking authors whose work is positioned to make an impact in the Canadian educational scene, and have high-interest and relevance across disciplinary areas. We invite you to actively engage with CJE and encourage your submissions. We are looking forward to working with you. This editorial is our response to this issue's articles that were reviewed and edited by the former co-Editors. We read through the articles with great interest, and at first glance, the articles all appear quite different from each other -with disparate focus, educational levels, and methodologies. As we looked in more depth, however, we observed a common concern and interest in students' lived and felt experiences within diverse

a season of celebration, reflection, and renewal, we are struck by how each article in this winter issue offers something to celebrate about Canadian public schools, while simultaneously urging us to reflect on what needs to be changed and improved. Cutting-edge research in this issue offers much to educators, leaders, and policy makers for planning ahead. Specifically, covering the period of the last two decades, including the COVID-19 pandemic, the research in this collection illuminates learning opportunities, experiences, and outcomes across primary and secondary schools in Canada and the provincial-level policies that determine and/ or shape them. The specific topics include high school completion patterns, the effects of summer learning programs, the experiences of physically-distanced learning during the pandemic, cross-country policy responses to the pandemic, and the future of robotics-incorporated education. In this editorial, we discuss the significance of each of these studies, while emphasizing that more research is needed on issues impacting under-represented groups, especially research undertaken by, with, and for Indigenous and Black people and communities.Robson, Malette, Anisef, Maier, and Brown investigate persistent questions about why some students complete high school while others do not. By drawing on data from two Grade 9 cohorts (2006 and 2011) from the Toronto District School Board, their research contributes to understanding the patterns of high school completion in Canada's largest city and draws on demographic data (gender, race, parental education, and household income) and school-related predictors, such as academic achievement, special

Spring is a season of renewal and transformation and each of the articles in this March, 2023 issue reflect that spirit. As curriculum scholar Dwayne Donald reminds us: "A significant curricular and pedagogical challenge faced by educators in Canada today is how to facilitate a new story that can repair inherited colonial divides and give good guidance …" (Donald, 2021). The articles in this issue contribute to our collective understanding of transformative possibility addressed at historic patterns of educational inequality. The first three articles engage a story that looks at the genesis of inequitable educational outcomes as being sourced from educational structures and practices, rather than the entrenched deficit orientation that sources students and their communities as the problem. For some this is a new story, for some an old story that needs recognition, but the key point is how do we facilitate this new(er) story? These educational researchers do this work through naming the colonial and white supremacist nature of schooling in Canada, and shift the focus of analysis and intervention from fixing students to fixing educational structures that unfairly impact Indigenous and Black students. They provide sorely needed analysis and guidance to address long-standing inequalities, highlighting the significance of engaging with community voice and involvement in supporting transformative possibilities in educational settings. The fourth article in this collection helps us consider the affective nature of this work as we tell new(er) stories, and the demand to look backwards and forward in time as we consider our present through more than the intellect.