After several months of personal journey towards accepting that the coronavirus pandemic is real (see Jandrić 2020a, b), in early March, it dawned on me that the pandemic does not need only so-called essential workers. Self-quarantined after returning from abroad weeks before the Croatian government locked down the country, I immediately wrote an editorial for Postdigital Science and Education and argued that 'While doctors, nurses, politicians, food suppliers, and many other brave people self-sacrifice to support our daily survival, this editorial argues that academics have a unique opportunity, and a moral duty, to immediately start conducting in-depth studies of current events.' (Jandrić 2020c: 234) I had no idea how to even approach these studies, yet I had a strong feeling that something needed to be done urgently. So, I just did what I know best and issued calls for 3 different types of Covid-19-related material to be published in Postdigital Science and Education: short testimonies, longer commentary articles, and full-length original articles. I had no idea how much material I would receive, what this material would look like, and what I would do with this material. I just had a deep gut feeling that we are witnessing a unique time in human history, a once-in-a-lifetime event, that needs to be recorded as it unfolds. For better or for worse, I decided to follow that feeling. This general vision, without a clear idea of what I was doing, paved a bumpy road for the development of this collection. On 17 March 2020, I shared the Call for Testimonies on Postdigital Science and Education social network sites and I emailed it to the journal's mailing list. Based on my previous experience with similar calls, I expected to receive 10 to 15 contributions and produce a standard-length collective article aiming at postdigital dialogue (Jandrić et al. 2019) about the pandemic. Yet my call went 'viral', at least for academic standards, and a couple of weeks later, I had more than 50,000 words written by more than 80 authors. So how do I make sense of all that material? My dear friend and Associate Editor of Postdigital Science and Education, Sarah Hayes, came to my rescue. We first tried to make sense of the contributions using critical discourse

We analyze the perceptions of White and racial minority teachers concerning antiracist education in the Toronto Board of Education. The findings highlight five topics on which White and racial minority teachers have different perspectives: views of antiracist education; support for employment equity; racial minority teachers as role models; the role of principals in antiracist education; and the treatment of racial minority teachers. Racial minority teachers face greater barriers than White teachers in the education system, barriers that hamper the full recognition and importance of racial diversity in education. White teachers are generally less supportive than their racial minority colleagues of antiracist education that attempts to shape the institutional culture of schools.

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Canada has long perceived itself to be a country in which multiculturalism, and a concomitant respect for diversity, is a unique and defining feature of its identity. Although Canada is a de facto multicultural country, owing to its rapidly evolving demography and the explicit notion of multiculturalism enshrined in its Constitution, there remains a plethora of problems and issues related to equity, diversity and human rights. This paper explores the context and impact of racism in education within a framework that acknowledges and critically positions the predominance of Whiteness. The salience of identity, therefore, is a primary consideration to understanding how marginalized groups face systemic barriers in education. The concluding analysis sheds light on the educational policy process, and focuses on the notion of accountability for anti-racism and social justice in education within a time of neoliberal reforms. The paper is critical of the lack of attention, resources and comprehensive plans in place to ensure that all students benefit from a more holistic education that includes a focus on social justice.

La théorie de l’acculturation a été utilisée dans le champ multidisciplinaire de l’interculturel pour l’étude de phénomènes socioéducatifs liés à la migration. Cependant, de plus en plus, des chercheurs en éducation, Afro-Canadiens notamment, proposent des cadres théoriques inspirés de la théorie raciale critique pour camper le contexte dans lequel a lieu l’expérience scolaire des jeunes Afro-Canadiens. Leur perspective amène à remettre en question le concept d’acculturation et à adopter plutôt celui de racialisation. Cet article propose une réflexion théorique sur le passage de l’acculturation à la racialisation dans le cadre de la théorie antiraciste critique (TARC) revisitée par Dei. Les enjeux, portée et limites de cette théorie antiraciste critique dans la compréhension de l’expérience scolaire de jeunes Afro-Canadiens de Montréal sont discutés.

This paper meshes Carr's research on media literacy with Porfilio's research on computer literacy, with both of these areas being focused on the central notion of social justice within a multicultural society. Both researchers teach pre-service teachers, and have an interest in extending multicultural education, which often equates, overlaps with, and complements intercultural education. The key issue probed throughout this paper relates to the potential for (critical) multicultural education to take place in and through attempts to inculcate a media and computer literacy that surpasses simplistic notions of tolerance, respect and basic knowledge of the 'Other'. The research underscores the need for formal and informal approaches to inculcating media and computing literacy in the classroom, which, ultimately, support a more robust critical multiculturalism in schools.

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