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This research explores the experiences of Black female scholars in the Latine diaspora through a decolonial perspective. By centering the lived experiences of Black Creole descent female scholars, we examine how the enduring impact of Spanish colonialism has contributed to social stratification, identity formation and marginalization across educational spaces. Using critical autoethnography. we examine how ancestral concepts such as, ubuntu and in lak'ech fosters healing for Black Creole female scholars. Our findings elucidate the need for a transformative approach to education that centers marginalized communities and challenges dominant narratives. This research contributes to decolonial scholarship by offering a new framework nou’la for creating more equitable and inclusive educational spaces.