ABSTRACT
This chapter focuses on a research project in which cameras were worn by students, teachers, and researcher to document lived experience in an urban elementary school. The concept of the minor gesture is used to theorize how curriculum might be encountered in ways that activate the intensive capacities of bodies to think. Working with digital images that were recorded with wearable cameras, the student-initiated practice of mashing is discussed in order to support an understanding of curriculum as that which is encountered through intensive ways of knowing.
