The societal lockdown imposed in Canada in March 2020 to stem the spread of COVID-19 severed key points of connection for low-income Canadians who rely upon schools, libraries and even fast-food chains for internet connectivity. This has had dire implications for timely access to vital information and resources, and has revealed the extent to which women, transgender and racialised communities are bearing the brunt of the pandemic’s effects. This article describes a study that investigated the pandemic-related work of community-based adult educators in the ethno-culturally diverse Canadian province of British Columbia. Interviews were conducted with 18 educators who were working on the “front lines” of the pandemic, to document their support of low-income and newcomer communities, to understand how these educators responded in terms of pedagogies and strategies, and to map how these pedagogies and practices might be leveraged for more equitable relationships in post-pandemic community-based education. The authors found that the educators developed a range of inventive and dynamic pedagogies oriented to social solidarity and to taking up intersectional oppressions. These “pandemic pedagogies” may contribute to more equitable and inclusive social–technology relationships in a post-pandemic future.

2020 年 3 月加拿大为阻止 COVID-19 的传播而实施的社会封锁切断了依赖学校、图书馆甚至快餐连锁店进行互联网连接的低收入加拿大人的关键连接点。这对及时获取重要信息和资源产生了可怕的影响，并揭示了女性、跨性别和种族化社区在多大程度上首当其冲受到大流行的影响。本文描述了一项研究，该研究调查了加拿大不列颠哥伦比亚省种族文化多元化的社区成人教育工作者与流行病相关的工作。采访了 18 位在大流行“前线”工作的教育工作者，以记录他们对低收入和新移民社区的支持，了解这些教育者在教学法和策略方面的反应，并绘制出如何利用这些教学法和实践在大流行后社区教育中建立更公平的关系。作者发现，教育工作者开发了一系列面向社会团结和应对交叉压迫的创造性和动态教学法。这些“大流行的教学法”可能有助于在大流行后的未来建立更加公平和包容的社会技术关系。