Abstract
Disregard of animal existence is a deeply structured element of Western philosophy and science. We think with a hegemonic/tacit acceptance of the transcendent boundary animal/human, and the superiority of the 'civilized/non-animalistic'. Education provides us with few resources through which to interrogate the peculiar, particular, historically and culturally specific set of conceptual and theoretical premises that constitutes our understanding of ourselves and animals. Western modernity, metaphysics, ethics and humanism work with unanimity to differentiate the monstrous and bestial from the cultured and civilised. Yet, the outcomes of culture and civilisation have proven spectacularly barbarous and destructive. As David Orr argues, education does not guarantee wisdom, welfare or indeed survival. It is not therefore education that will save us, but education of a certain kind. The work of Derrida is explored in this paper as a means of highlighting forms of education required to think relationally about the human/animal binary, beyond that of animal rights reversals which exalt some species over others, and management discourse which pastes over conflict to enable business as usual. As a case in point we consider matters of pedagogy, policy and partnership at the University of the Sunshine Coast (USC), Queensland Australia. The university is currently working towards becoming a wildlife sanctuary, and to reorient expertise and teaching in this direction. A wildlife management plan has been adopted to secure the ongoing welfare of kangaroos and other wildlife, and enhance wildlife habitat through a whole-of-institution approach to knowledge and community engagement to ensure that surrounding development is informed and sensitive to the needs of local wildlife.