Abstract
During an ethnographic study of two Chilean schools over a period of three years, we observed the discursive assemblage of “what is vulnerable” emerging from an algorithm used to allocate public resources. In this article, we unravel the ways in which the algorithm intra‐acts with other elements in the process of producing what is vulnerable and how this affects our approach to ethnography. We conclude by considering two methodological dilemmas that arose from our work.
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