Since the onset of Covid-19, government decision-making has significantly affected Japanese universities, their education policies and inevitably English language teachers’ and learners’ lives. Hence, it has provided opportunities to contemplate how the English language classroom has been in light of changes teachers and learners have had to make, and how it could be. As such, these point to a need to envision the future classroom as a place for teachers and learners to make sense of and develop from their experiences. One approach that can help with this is critical pedagogy—the process of critiquing structures of power and oppression that manifest in the classroom. Indeed, as all education is arguably political and higher education is not just in society but supposedly for it, critical pedagogy offers a practical and relevant way to reconstitute the English language classroom via the problematising of current and historical educational contexts and practices. Consequently, this presentation discusses research that used critical pedagogy to understand one English language classroom of the pandemic via a teacher’s and his learners’ responses to such ‘lived’ conditions before utilising these to (re)imagine the classroom post-pandemic with implications for their empowerment and transformation for the greater good.