The State of the Academy Address: Perspectives from Two Emerging Scholars Re-Membering the University Through Re-Imagination

South African universities remain shaped by unresolved colonial inheritances and a deepening neoliberal turn that privileges measurable outputs, competition, and narrow definitions of merit. Within this landscape, Black academics and students often encounter institutional cultures that regulate belonging and constrain transformation. While accounts of the neoliberal university have been richly documented, less attention has been given to mentorship as an everyday institutional practice through which such regimes are reproduced and contested, particularly within professional training contexts. This paper offers a State of the Academy Address through the perspectives of two Black early-career clinical psychologists in academia. Drawing on collaborative autoethnography, a qualitative approach in which researchers use their own lived experiences as data to examine broader cultural patterns, and reflexive thematic analysis (a method of identifying and interpreting patterns of meaning across qualitative data) of structured reflective dialogues, we examine how emerging scholars attempt to re-make academic life through refusal and care. Two themes are presented: promoting mentorship while rejecting gatekeeping, and the tension between knowledge production and scholarly development under metric-driven performativity. The paper appreciates the notions of relationality and relational ethics, which are central to Ubuntu philosophy. Additionally, by centering a Freirean commitment to critical consciousness and empowerment, we argue that mentorship can function as an everyday agency that challenges exclusionary traditions, even as output pressures narrow scholarly formation and deepen the vulnerability of early-career academics. We conclude with implications for policy and practice across departmental, institutional, and sector levels, including the formal recognition of mentorship in workload models, protections for early-career academics against exploitative workload practices, and broader promotion and performance criteria that recognise relational labour, collaborative scholarship, and community-engaged knowledge production.