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Author Bio

Raphael Alencar Pinheiro Borges is a junior Chemistry major and Mathematics minor at Rutgers University-Newark. As a scholar, he is deeply committed to pursuing a career as both a scientist and a high school educator, with the goal of inspiring future generations of students through accessible learning experiences. His academic and professional work reflect his belief that education and science should be inclusive and connected to the communities they serve, and he strives to use his knowledge and experience to create positive change in his community, both inside and outside the classroom. He plans to continue his academic journey by pursuing his master's and doctorate degrees in both scientific and pedagogical fields.

Witneiris Constanzo is a senior Psychology major at Rutgers University-Newark whose work as a paraprofessional supports children and adolescents with mental health conditions in public and private schools. She is also a translator for private events and she engages with support groups for children with mental health issues. She looks forward to receiving her Bachelor’s degree and helping even more children and adolescents to receive the services they need to thrive. She plans to develop a nonprofit organization with the main purpose of providing services for children who come from families with low incomes.

Samantha Encarnacion is a sophomore at Rutgers University-Newark. She plans to become certified as an elementary teacher and looks forward to utilizing this inquiry to alter modern teaching strategies and to contribute to needed changes in the education system. She will be cause in the matter of making a positive difference with her students such that they know they can achieve their goals.

Kaley A. Klapisch is a senior English major and Honors Living-Learning Community scholar at Rutgers University-Newark whose work bridges literary analysis, education, and social justice. Her academic and professional work spans education, library science, and community engagement, including prior roles in Newark Public Schools and educational programming at the New York Public Library. Emerging scholarship includes a study of the changing role of libraries and a rhetorical comparison of state-approved history textbooks in New Jersey and Florida. She plans to pursue graduate study in public policy as well as organizing and service work that addresses educational inequities at the grassroots level.

Carolyne J. White is a publicly engaged scholar and professor at Rutgers University- Newark. Principal investigator on projects funded by the U.S. Department of Education, National Science Foundation, Joyce Foundation, Woodruff Foundation, etc., her scholarship is published in book chapters and journal articles in American Indian Quarterly, Cultural Studies-Critical Methodologies, Educational Foundations, International Journal of Education Policy, Journal of Negro Education, Qualitative Inquiry, Teachers College Record, Teacher Education Quarterly, International Journal of Educational Policies, The Currere Exchange Journal, etc. Her current focus is a pedagogical project that differentiates the System of White Supremacy and fosters Climate Justice utilizing ontological inquiry to provoke ways of being and acting beyond colonial Cartesian subjectivity.

Keywords

Ontological inquiry, climate justice, modernity, disclosing constructed invisibility, raft of hope

Abstract

An unconventional and collaboratively written text begun as a Book Review that expands into a hybrid Book Review-Notes From The Field-Article as we sought to do justice to our encounter with three provocative books that elicit ontological inquiry inside and outside our classrooms, inquiry that challenges us, confuses us, confronts us to unlearn and loosen the grip of ontological constraints we were thrown into within modernity and our embeddedness within the everyday life. Our reading of these books elicits much needed hope for the precarious times we are living through with this earth.

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