The range of social and ecological justice issues our world is currently experiencing is vast. Youth are speaking out and are identifying as activists. Education, and more specifically environmental education, has a role to play in developing justice-oriented citizens committed to taking action on issues. The present study used action research with participation from youth to investigate the role place has played in maintaining the identities of activists committed to social and ecological justice. The secondary focus of the research was to examine whether youth involvement in a participatory, critical learning experience of creating live radio shows with activists as their guests helped the youth to develop and maintain their own activist identity and community. In addressing these questions of activist identity in relation to place, the study is presented in two sections. Part 1 involved research participants producing two live radio shows focused on the role of place in maintaining activism. Part 2 addresses how the youth participants perceived the process of interviewing activists on a radio show as having contributed to their own activist identities. Profiles of each youth participant are presented to explore their perceptions of creating radio shows with older generations of activists. The article concludes with a living theory of education for social and ecological justice.