Literacy practices and sociocultural contexts have greatly defined and influenced each other. The role language plays in mobilizing both revolution and progress is well delineated in Congchao Hua's article comparing language learning curriculum in China over three decades, from the 1970s to the 2000s. The universality of the social and political dimensions of literacy education becomes evident in any context of time and place. Hua's study encourages further debates and discussions of issues around language, education, society, and culture.