In this article, we present “retrospective autoethnographies” as a methodology for decolonial inquiry/intervention in the context of neoliberal settings, specifically the university. Autoethnography represents that epistemic and methodological space where the personal intersects with the political, historical, and cultural to critique everyday power structures. Instead of inserting the autobiographical past into the present, we write of our present and our desire for a utopian future to begin to create an image of the New University. Together, as people raised in the postcolony and within coloniality, we begin at the negative affect as neoliberal universities invisibilize, surveil, audit, and discipline—but then, we strive to imagine a New University characterized by radical hope, doing so alongside student movements pushing for decolonizing the university. This article is envisioned as an exhortation for a decolonial intervention of radically dreaming the New University into place.

The neoliberal academy is, at its core, an apparatus through which coloniality sustains itself. Despite the academy's self‐promotion as a catalyzing institution that prepares students to become agents of social change and transformation, some students and faculty experience it as a crucible of oppression. In this essay I trace the beginnings of a project I was a part of in which I worked alongside students who demanded that a psychology program in the university be transformed into a force for decoloniality. I reflect on some of the conditions of coloniality that students actively resisted at one college and that exist elsewhere within the university. Juxtaposed against manifestations of coloniality in the university are synopses of student's experience of them. These synopses provide insight into why students have chosen to resist coloniality in the academy. I also outline a pedagogical response to coloniality that I created given students’ desire for decoloniality. Finally, and with the permission of student artists, two liberation psychology student art projects are included to make visible the rise in subjectivity that becomes possible when a decolonial atmosphere is created within the university.

The following is a portrait of indifference, a psychosocial analysis of middle class bystanding of social suffering. It arises as a way to tell a research story of colonially produced racism, classism and denial. Together, these ways of being produce a mode of perception that denies reality, an active erasure that makes the indifferent apathetic. It is based on research in (post)colonial Jamaica yet some of its features can be recognized elsewhere, where bystanders bury their witness, their insight, concealing their understanding of other's pain. Because this portrait is based on what male and female research participants said, 'he/she' are used interchangeably throughout the portrait.

In this article, five black researchers bring their insights into conversation about meanings of blackness in contemporary Australia, Jamaica, South Africa, the United Kingdom and the United States of America. We critically interrogate blackness transnationally, but also within the historical contexts of our work and lived experiences. Situated within critical race studies, we draw on multiple theoretical frameworks that seek to preserve the complexity of blackness, its meanings and implications. We examine what it means to be made black by history and context, and explore the im/possibilities of transcending such subjectification. In so doing, we engage blackness and its relationality to whiteness; the historical, temporal and spatial dimensions of what it means to be black; the embodied, affective and psychical components of black subjectivity; and the continued marketization of blackness today. The article concludes by reflecting on the emancipatory promise of continued engagement with black subjectivity, but with critical reflexivity, so as to avoid the pitfalls of engaging blackness as a static and essentialised mode of subjectivity.

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