Politically expedient approaches to difficult knowledge about sexual violence have included educational practices that create conditions for 'safe' spaces, such as announcing content in advance, trigger warnings and other pedagogical practices that make care allowable and smooth out the sharp edges of violence that can knowingly invoke trauma. This paper is about the power of curricular materials charged with violence in educational practices that cannot guarantee safety. I draw from feminist new materialisms to analyse the "thing-ness" of clothing in an art installation that was curated as a sexual violence prevention curriculum at my university. I consider the clothing as "mattering" as the substance of affect and thought. The starting point is that pedagogies of affectively charged encounters in education produce relations of danger "and" repair with important implications for victims' and survivors' knowledge, memory and trauma. The goal is to question the hope for pedagogical guarantees concerning difficult knowledge and understand what more precarity might mean for pedagogical responsibility in sexual assault curricula. The paper concludes by considering the curricular possibilities of difficult affective knowledge for a kind of "queer healing" and collective attention to sexual violence.