Can precarity and vulnerability be reimagined as tools to challenge domination? Are art and education suitable practices for reflecting on these concepts and activating their emancipatory potential? This chapter aims to answer these questions affirmatively by drawing on feminist political philosophy and its application to artistic and educational practices. In the first section, I explore the concepts of precariousness and vulnerability, interpreting the latter as encompassing both political and bodily dimensions. Building on this analysis, the second section applies these insights to the examination of artistic-educational practices, at the same times as assessing the potential of these practices to foster emancipation and social transformation. My discussion begins with an exploration of research on precariousness and vulnerability, as their ambivalent definitions and interconnections harbor a certain critical and constructive energy. These concepts serve a dual purpose: they provide tools to describe pressing social issues—such as the precarious state of public institutions or the violation of human rights—while also establishing the ontological foundations for resistance and transformation. To illustrate this potential, I draw on examples such as affective communities and the ethics of care, which exemplify how these concepts can inspire collective action and social change.