The aim of this paper is to bring into conversation the concept of 'affective witnessing' and the notion of 'vulnerability' as an affective relation to reconceptualise the framework for understanding affective witnessing of vulnerability in pedagogical theory and practice. In particular, the paper explores how paying close attention to affectivity and embodied knowledge in the practice of witnessing vulnerability in educational settings -- particularly in the context of new media forms, platforms, devices and infrastructures -- may expand possibilities for engaging students in transformative action that challenges inequality and injustice. It is argued that providing opportunities for students to engage in 'faithful witnessing' -- that is, witnessing as an act of aligning oneself with oppressed peoples and taking action against inequality and injustice -- requires taking into consideration the affective dynamics of witnessing human vulnerability.