Abstract
AbstractActivism in educational, social, and community intervention is widespread in literature as an essential professional role in promoting inclusion and social justice for people in situations of vulnerability. Professionals who work with these populations are in a privileged position for informal and situated learning and engagement with professional activism. This contribution reflects upon the many obstacles that may hinder its more prominent expression, but also on its outcomes in terms of learning inclusion, resilience and the process of overcoming the challenges evident in (re)building of professional identities. This involves considering processes that can be decisive in the way people in situations of vulnerability are perceived, heard, supported, empowered, and included.
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