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The COVID-19 pandemic has significantly impacted the lives of children and youth, their families, communities, and teachers. As access to and participation in classroom learning experiences was affected by changing public health conditions, language and literacy education was correspondingly resituated across modes of text, interactivity, and enactment in social, familial, and educative contexts. It was also predominantly framed in terms of deprivation and deficit. Recognizing that the pandemic, the prolonged period of uncertainty it generated, and its ongoing viral, social, and political resurgences have brought multiple forms of loss, gain, disruption and nurturance to the fore, the aim of this special issue is to give attention to the hopeful language and literacy teaching and learning that occurred in its midst, and the possibilities they might offer a post-pandemic future.

COVID-19 a perturbé la vie des enfants, des adolescents, leurs familles, leurs communautés et les enseignants. À mesure que l'accès et la participation aux expériences éducatives en salle de classe furent influencés par la santé publique générale, l'enseignement des langues et des littératies ont dû se resituer face aux changements à travers les modes de textes, l'interactivité et l'exécution en contextes sociaux, familiaux et scolaires. Cette période prolongée d'incertitude généralisée ainsi que les résurgences au niveau viral, social et politique ont favorisé une vision déficitaire de l'époque. Tout en reconnaissant que cette période de la pandémie a contribué à de formes multiples de pertes, de gains et d'interruptions, le but de ce numéro spécial est de donner une attention particulière aux moments d'espoir en enseignement de la langue et de la littératie, de reconnaître l'apprentissage qui a eu lieu et de se pencher vers les possibilités pédagogiques en envisageant un avenir post pandémie.

Critical literacy is a pedagogy that serves to mediate social justice issues and educate for transformative social action. We present a systematic review of how critical literacy has been incorporated in Canada’s provincial/territorial curriculum documents since the late 1990s and integrated in K-12 classrooms in the last decade. Our analysis shows that critical literacy has been addressed with varying degrees of explicitness in curricula, and there is an imbalance of studies on critical literacies among provinces and territories. We discuss implications and encourage stakeholders in education to explicitly embed critical literacy into curricula and promote critical literacy practices in the classroom.