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The COVID-19 crisis highlights the importance of what we do as sociologists, throwing into sharp relief the dangers of adhering to individualism and disregarding the social mechanisms of cooperation and scientific/occupational expertise that organize the myriad situations of everyday life. As the pandemic reveals the inequalities and contradictions in our society, sociologists engaged in ethnomethodology and conversation analysis (EM/CA) are uniquely placed to examine what happens when taken-for-granted assumptions and interactional practices change rapidly.
Educators of all sorts have been suddenly thrust into online teaching amidst the global pandemic. But who might be left behind as we adapt online? Digital inequality research points to three questions that help us understand the current landscape for K-12 students: How robust is the global technological infrastructure? How ready are educators and students? And how might students be unequally rewarded as classes go online?