Trust and Vulnerability in Early Childhood Parenting Education

This article examines how trust is practiced in a parenting education program for migrantified mothers in Germany, focusing on the relationship between trust and vulnerability. Conceptualizing trust as a dynamic social practice shaped by recognition and addressing practices, this study reconstructs how vulnerability is identified and regulated within the program. Drawing on ethnographic data, including observation reports and interview transcripts, it explores relational positionings defined by identity categories and status. It illustrates how practicing trust involves affirming and protective practices that create inclusion and help to build relationships while also setting the boundaries of exposure. The findings suggest that analyzing trust through the lens of vulnerability and recognition provides insights into the conditions of social and educational work relationships.