Abstract：
BACKGROUND: Four Black early-career faculty members, one Black doctoral student, and a Black senior faculty member, (herein referred to as scholars), previously engaged in cross-cultural mentoring with a White senior researcher to bolster their scholarship.
OBJECTIVE: In the years following the 2020 racial reckoning, the scholars were motivated to reconvene by the realization that traditional scholarship activities of academia ignore historical educational oppression and fail to account for the contemporary effects of racism and discrimination rooted in American colonialism.
METHODS: Collaborative autoethnography, a decolonizing qualitative approach to research, was used to explicate our journeys in academia. The tenets of Freire\'s critical pedagogy (conscientização, scholarship, praxis) framed our collective experiences.
CONCLUSIONS: We describe resisting academic structures of power, discrimination, and disadvantage through reformation, crafting a vision statement, and utilizing positions of influence.
CONCLUSIONS: To decolonize nursing academia, we implore the scholarly community to pursue liberation and contest structures that center Whiteness and marginalize collectivism and collaboration.
OBJECTIVE: In the years following the 2020 racial reckoning, the scholars were motivated to reconvene by the realization that traditional scholarship activities of academia ignore historical educational oppression and fail to account for the contemporary effects of racism and discrimination rooted in American colonialism.
METHODS: Collaborative autoethnography, a decolonizing qualitative approach to research, was used to explicate our journeys in academia. The tenets of Freire\'s critical pedagogy (conscientização, scholarship, praxis) framed our collective experiences.
CONCLUSIONS: We describe resisting academic structures of power, discrimination, and disadvantage through reformation, crafting a vision statement, and utilizing positions of influence.
CONCLUSIONS: To decolonize nursing academia, we implore the scholarly community to pursue liberation and contest structures that center Whiteness and marginalize collectivism and collaboration.
摘要：
背景：四位黑人早期职业教员，一名黑人博士生，还有一个黑人高级教员,(本文简称为学者)，此前曾与一位怀特高级研究员进行跨文化指导，以支持他们的奖学金。
目标：在2020年种族推算之后的几年里，由于意识到学术界的传统学术活动无视历史教育压迫，并且未能解释植根于美国殖民主义的种族主义和歧视的当代影响，因此学者们有动力重新召集。
方法：协作式人种学，非殖民化的定性研究方法，被用来解释我们在学术界的旅程。弗莱雷批判教育学的宗旨(良心，奖学金,实践)构建了我们的集体经验。
结论：我们描述了抵制权力的学术结构，歧视,通过改革和劣势，起草一份愿景声明，利用影响力的位置。
结论：为了使护理学术界非殖民化，我们恳请学术界追求解放和竞赛结构，以白度为中心，边缘化集体主义和合作。
目标：在2020年种族推算之后的几年里，由于意识到学术界的传统学术活动无视历史教育压迫，并且未能解释植根于美国殖民主义的种族主义和歧视的当代影响，因此学者们有动力重新召集。
方法：协作式人种学，非殖民化的定性研究方法，被用来解释我们在学术界的旅程。弗莱雷批判教育学的宗旨(良心，奖学金,实践)构建了我们的集体经验。
结论：我们描述了抵制权力的学术结构，歧视,通过改革和劣势，起草一份愿景声明，利用影响力的位置。
结论：为了使护理学术界非殖民化，我们恳请学术界追求解放和竞赛结构，以白度为中心，边缘化集体主义和合作。
