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The global COVID-19 pandemic and devastating floods in parts of Southern Africa in 2022 intensified the competing gender role expectations for women academics in the home and workplace, with negative consequences on their effective participation and success in their institutions. This article explores the value of participatory visual methodology generally, and metaphor drawing as feminist decolonial praxis and a research as social change approach to develop a community of practice among a group of 20 South African Black women academics. Participants drew animal metaphors to reflect on their experiences of COVID-19 and the gendered impacts of the neoliberal policies and processes in universities during crises. The participants exhibited and shared their reflections in a workshop format. These were audio-recorded, transcribed and thematically analysed using decolonial feminist care as a conceptual lens. Two main themes highlighting women’s vulnerabilities and strengths emerged. Metaphor drawing as a decolonial method has the potential to generate counter-narratives that disrupt pathologising discourses about women academics’ experiences and capacities. The drawing workshop (and previous ones) contributed to generating deep relationality and sociality in the group, with care embedded deeply in the various interactions and formations that arose throughout the workshop and the project.

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Metaphor drawing as decolonial research and feminist care among Black women academics in selected South African higher education institutions in times of crises