ABSTRACT
This chapter refl ects on the place of social media and miniature wearable cameras in teaching documentary production within disability studies (DS). I consider two related processes through my case study. First, I describe how a new course in DS and urban planning at the University of California, Los Angeles (UCLA) called Documentary production for social change: Mobility in Los Angeles enfolded social media platforms into collaborative video making and outreach assignments. Second, I discuss how one group of six students came to repurpose the wearable GoPro camera from the company’s branded social media aesthetic style to represent the commute of a classmate who walked with a crutch. I argue that my students’ video, Access game (2014), came to meld critical DS theories of representation with the politics of an emergent fi lm movement about which they knew little, dubbed ‘slow cinema’. I then refl ect on the future possibilities of this conjuncture.
