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If you are a student at a public college or university in Arkansas, Colorado, Georgia, Idaho, Kansas, Mississippi, Oregon, Texas, Utah, or Wisconsin, the person sitting next to you in class may legally have a handgun under that collegiate sweatshirt he or she is wearing. In these 10 states, legislation allows students and faculty members who have concealed weapon licenses to bring their weapons, such as handguns, to campus. In 2014, bills proposing similar legislation were introduced in 14 states.
An official in Cairo, Illinois dispatched a message to his counterparts in Washington, DC. He warned, the “country below is in the hands of a howling mob.” Locals not yet touched by the disease went into lockdown. In the absence of permanent public health officials or institutions, coalitions of citizens and elected officials living in uninfected areas took up arms to impose “shotgun” quarantines to fend off outsiders.
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?