This paper contributes to scholarship exploring the affective politics of environmental education. Building on Nixon’s (2011) conception of slow violence, I argue that the slow violence of ecological destruction presents not only a representational challenge but also a pedagogical one: how to confront violent systems that degrade and harm particular people and places without reinscribing this damage? Drawing on qualitative research with youth-focused environmental organizations in Camden, New Jersey, I explore two very different responses to this challenge. Read more here.