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Building upon two previously published research papers exploring Canadian media reporting of childhood in the first wave of the pandemic, this paper investigates how constructions of childhood evolved from the first wave to the fourth wave of the pandemic. This qualitative research is guided by the central research question: Over the span of 2 years, from 2020 to 2022, what changes are evident in discourses reported within media focused on the impact of the COVID-19 global pandemic on Canadians under the age of 18 years? Findings from this study suggest that in the fourth wave young people were constructed as innocent victims of pandemic restrictions framed through an adult-centric lens; noticeably absent were representations of young people under the age of 18 in their voices. A key recommendation emerged from this study: any future research investigating the impact of the pandemic on young people under aged 18 years must include their full participation. [ABSTRACT FROM AUTHOR]

The COVID‐19 pandemic has highlighted the importance of childcare to national economies in general and women's economic participation in particular, spurring renewed interest in childcare policy in many countries that have implemented lockdowns. This paper adopts a circle of care framework to analyzes how COVID‐19 has affected paid childcare, unpaid childcare and other paid work, and the relationship between these sectors. Analysis is grounded in the lived experiences of parents and childcare educators, documented through 16 semi‐structured interviews during the initial lockdown (March–June 2020) in British Columbia, Canada. Experiences from educators suggest their safety was not prioritized, and that their contributions were undervalued and went unrecognized. Mothers, who provided the majority of unpaid care, not only lost income due to care demands, but struggled to access necessities, with some reporting increased personal insecurity. Those attempting to work from home also experienced feelings of guilt and distress as they tried to manage the triple burden. Similarities of experiences across the circle of care suggest the COVID‐19 childcare policy response in BC Canada downloaded care responsibilities on to women without corresponding recognition or support, causing women to absorb the costs of care work, with potential long‐term negative effects on women's careers and well‐being, as well as on the resilience of the circle of care. Pandemic recovery and preparedness policies that aim to promote gender equality must consider all sectors of the circle of care and the relationships between them. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic and associated measures have affected routines and mental well-being of people around the world. Research also shows distorted time perception during lockdowns which can partially be explained by compromised well-being. The present study investigates Canadians' temporal experience and mental well-being at two periods of national lockdown during the COVID-19 pandemic (spring 2020: ; beginning of 2021:). As results indicate, the only difference between these periods on the investigated variables was the strictness of lockdown measures. Our findings show associations between anxiety, depression, confinement indicators, and time perception (future temporal distance, passage of time judgments). Stepwise regression models indicated that depression and strictness of measures predicted the impression that the next week appeared farther away; one's loneliness appraisal was associated with a perceived slower time flow. Our findings give a preliminary idea about time perception and mental well-being in the Canadian lockdowns. [ABSTRACT FROM AUTHOR]

Social movements are at the forefront of fighting for another world as conceptualised through Arundhati Roy's portal. COVID-19 and state measures imposed to contend with it have severely impacted not only the activism of movements, but also their capacity to learn. Translocal social movement learning offers one way in which such learning can continue. This article shares reflections from participants involved in a translocal learning engagement between movement members and activist-scholars from Ghana, South Africa and Canada. It provides an important example of the kind of non-hierarchal social movement learning that can happen at a distance, when movements share, learn and support one another. [ABSTRACT FROM AUTHOR]