In this contribution to the special issue on Precarity, the author builds salvaged stories that touch ecological precarities related to place-based discourses within art education. Tsing’s (2015) attentiveness to precarity and Alaimo’s (2012; 2016) suspicion of sustainability cascade upon the author’s thinking/living/writing with Ecologies of Girlhood, an interdisciplinary, intersectional, intergenerational arts program considering living feminist lives co-creatively with place (Ahmed, 2017). New material feminism moves alongside an Indigenous ontology of land-based pedagogies creating “inter-theoretic conversations” (Rosiek, Snyder, & Pratt, 2019) about sustainability and place. These accounts are simply told and cultivated from everyday practices that explore a craftsmanship of attention with the world. Salvaged from pedagogical rubble after local flooding affected the course of Ecologies programming- these stories become elongated through visual images. The author explores how Ecologies becomes a space for wondering: What work does thinking art education and sustainability alongside one another do? And, how might this work be lived with “an appreciation of current precarity as an earthwide condition that allows us to notice… the situation of our world” (Tsing, 2015, p. 4)?