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This article first contextualizes the authors’ perspectives and purpose to aid the reader in situating the narratives of three Black scholars. Their stories are woven together to help other Black scholars navigate and detox from the trauma of academic writing in higher education. Collectively, the authors, via a co-constructed dialogic space, offer inclusive healing practices and strategies to maintain Black scholars in the academic writing process.

Detoxing the Trauma of Academic Writing for Black Scholars: Vulnerability, Authenticity, and Healing