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Why is Figure 3 there? I don’t understand what it’s saying.

Provide labels for the columns Connect the sample stories to the diagram (Can the sample story be highlighted in the graph?) More labels. Use the diagram

Consider moving Chapter 4 to Chapter 3, so that we can understand these dymanics through case studies before we zoom out to the

Andres different categories of remixing, from copying to remixing.

Why do I switch voices? Occasionally I move from “I” to neutral third person

Maggie Lampert AERJ: First Person

=== MIA === What is the existing story? (situate with respect to youth.) What’s already there? School has never been equitable. Situate making as a Discourse / cultual artifact Interrogate “innovation” Hype cycle. Dig into existing ways that embodiment and materiality are disciplined in school: Criminality Surveillance Activism, resistance Scarcity Disconnect between school and economic opportunity Manufacturing, car repair In restorying, consider transliteracies? Imagining new worlds, from where we are Dialogism.