Abstract
ABSTRACT An emerging body of scholarship on digital platforms in education has offered critical insights into the influence of platform technologies within traditional school contexts. This study, however, examines platforms’ broader cultural impact on teacher identity and the thinking teachers do around school(ing) writ large (i.e., the ways platforms enable or constrain teachers’ imaginations with regards to teaching, student possibilities, standardization, etc.). Mobilizing digital remix as a platform intervention, the article considers how preservice teachers’ conceptions of the teaching profession were shaped by a course project asking them to navigate and splice together an array of disparate representations of school(ing) on YouTube. The study thus explores how preservice teachers dissected these representations by animating digital remix as a means to initiate dialogue across differences and limn the interstitial spaces between representations through which new lines of thinking might emerge.
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