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Unruly Raccoons and Troubled Educators: Nature/Culture Divides in a Childcare Centre

By Veronica Pacini-Ketchabaw, Fikile Nxumalo

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Abstract

Current times of anthropogenically damaged landscapes call us to re-think human and nonhuman relations and consider multiple possibilities for alternative and more sustainable futures. As many environmental and Indigenous humanities scholars have noted, central to this re-thinking is unsettling the colonial nature/culture divide in Western epistemology. In this paper, through a series of situated, small, everyday stories from childcare centres, we relate raccoon-child-educator encounters in order to consider how raccoons’ repeated boundary-crossing and their apprehension as unruly subjects might reveal the impossibility of the nature/culture divide. We tell these stories, not to offer a final fixed solution to the asymmetrical, awkward and frictional entanglements of humans’ and raccoons’ lives, but as a responsive telling that may bring forth new possibilities for responsible, affective and ethical co-habitations.

Submitter

Katie Osborn

Publication Title Environmental Humanities
Pages 1-27
ISBN/ISSN 2201-1919
Publisher Duke University Press
URL https://ir.lib.uwo.ca/edupub/17/
Cite this work

Researchers should cite this work as follows:

  • Veronica Pacini-Ketchabaw; Fikile Nxumalo (2018), "Unruly Raccoons and Troubled Educators: Nature/Culture Divides in a Childcare Centre," http://habricentral.org/resources/62915.

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Tags
  1. Animals in culture
  2. Children
  3. Human-animal relationships
  4. Mammals
  5. open access
  6. peer review
  7. raccoons
Badges
  1. open access
  2. peer review