In this symposium we further the use of an agential realism perspective to critically examine how prevailing research perspectives might inadvertently perpetuate stereotypical representations of individuals (both children and adults) that are conceptualised as disadvantaged or marginalised in a range of ways such those with disabilities, as passive and tragic figures and invertedly create and cement new subjectifying discourses (e.g. the fallen behind generation).  We shed light on potential shifts in the perception of vulnerabilities and their impact on institutionalised education and care from the perspective of those who may have been, remain, or have become (even more) vulnerable. Rather than affixing the label of "vulnerability" to a particular subpopulation or seeing vulnerability (solely) as an inherent characteristic in individuals, we follow Luna (2019), who proposes a contextual understanding of vulnerability. She develops an understanding that the vulnerabilities might be subject to change if situational contexts change, such as that an individual is no longer or even more susceptible to vulnerability. Crises, as in our case, the COVID-19 crisis, can serve as an excellent example of unravelling the multilayeredness and potential cascading effects of vulnerability itself and the diversity among those being perceived as vulnerable. As indicated in this symposium's umbrella text, individual dispositions of becoming vulnerable have to be seen in relation to contextual factors. We also look at the importance of research methods and how co-research with people about their own experiences of life can challenge narrow definitions of identity. 

In the symposium we take a comparative perspective by investigating the situation in three Eurpoean countries (Austria, Germany and the UK) as well as Canada and Australia.

The first paper brings ideas from the Austrian project "Cov_Enable: Reimagining Vulnerabilities in times of crisis" (FWF Project P 34641) that is disentangling how (new) discourses and practice (formations) in the contexts of (inclusive) education and (supported) living are impacting children, youth, and adults labeled as vulnerable.  They show how disabled persons are revealed be consistently engaged in “acts of world-building” or “performative affordances” within their daily lives.

The second paper the project "Impediments and enablers to schooling of non/privileged students during the COVID-19 pandemic – a comparison between Canada and Germany", funded by the German government, we compare how students from non/privileged milieus experienced school and out-of-school (including family) life during the different phases of the pandemic, as well as the school and classroom ways of dealing with them. This paper shows the importance of context on a nuanced understanding of vulnerability.

The third paper looks at the ways that children whether or not from marginalised groups such as SEND (special educational needs and disability) are cast as vulnerable and at risk when it comes to their perceived increasing use of social media. We suggest methodology matters. Our co-research activity-based method that aims to recruit children as co-researchers into their digital lives finds that children use apps in balanced and sophisticated ways.

Our papers together suggest that a shift in perspective taking would enable us to better address the interplay within the child/dis/ability-vulnerability nexus, with the chance of offering more nuanced and empowering narratives. 

Luna, F. (2019). Identifying and evaluating layers of vulnerability–a way forward. developing world bioethics, 19(2), 86-95.