Who creates the conditions to care—or not care—for conflict? Conflicts, much like education, are replicated in loops, often through forms that persistently ignore structural exclusions, differences, and violences, and are many times reinforced through and into multiple collaborations and educational and infrastructural contexts. The institutional and professional structures I have experienced tend to chronically deprioritise space for conflict and discussion, and instead move towards dismissive education (“go educate yourself”) and unquestioned productivity (moving on without addressing harm). In situations with colleagues when we have asked the questions: How do we handle this together? What tools do we have? We have struggled to find ways of responding. In this essay considers these questions through examples of conflict, and moves towards finding practices that build my—and hopefully our, dear reader—capacities to figure it out.