000			01673nab a22002177a 4500
003			BCACCS
005			20170611060221.0
008			100412s2015 o 000 0 eng d
040			_aBCACCS
100	1		_aPacini-Ketchabaw, Veronica _9412
245	1	0	_aUnruly racoons and troubled educators _h[electronic resource] : _bnature/culture divides in a childcare centre
260			_c2015
300			_a1 online resource
520	3		_aCurrent 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 article, 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.
650		0	_aDay care centres _xResearch _93935
650		0	_aChildren and the environment _93810
700	1		_aNxumalo, Fikile _9413
773	0		_tEnvironmental Humanities _gVol. 7, no. 1 (2015), pp. 151-168
856	4	1	_uhttp://environmentalhumanities.org/arch/vol7/7.8.pdf _zFull text
942			_2z _cARTICLE
999			_c1861 _d1861