In this case study, ELA teacher candidates used video editing software to create mash‐ups of popular YouTube videos in order to express critical commentaries about a range of educational issues and perspectives. Operating from a critical media literacies framework, candidates researched dissenting ways teaching and school(ing) were represented on the site. After collecting and downloading videos across a range of sentiments, candidates engaged in the cultural practice of digital remix to provoke encounters between perspectives and upend rhetoric or representations they hoped to challenge in their future teaching. Final mash‐ups included commentaries ranging from the authenticity of teacher–student relationships, the desire to be creative in standardized schooling environments, and the importance of engaging students in ongoing social conversations. Instructor reflections are shared as well as implications regarding the power of remix to foster candidates’ sense of agency over the many fraught depictions of the profession they are entering into.

中文翻译：

---

流行文化重新融合，与ELA教师候选人进行关键对话

在本案例研究中，ELA的应聘者使用视频编辑软件来创建流行的YouTube视频的混搭，以表达对一系列教育问题和观点的批评性评论。从关键的媒体素养框架运作，候选人研究了反对的教学和学校在现场的代表方式。在收集并下载了各种观点的视频后，考生从事数字混音的文化实践，以激发观点之间的相遇，并颠覆他们希望在未来的教学中挑战的修辞或表达方式。最终的混搭包括评论，包括师生关系的真实性，在标准化学校环境中发挥创造力的愿望以及让学生参与正在进行的社交对话的重要性。