Unlearning Colonial Narratives: From Exclusion to Empowerment in the Digital Age
How My Parent's Stories Are Fueling Advocacy
Growing up in Kenya, a former British colony, I learned to see the world through a lens shaped by colonial narratives. The story of colonization, as it was taught to me, seemed simple. Supposedly it brought infrastructure and opportunities to my homeland which apparently was not developed.
From my perspective, it was painted as a positive force - a privilege to be connected to the powerful British Empire. But over time, I have come to realize that this was only half the story. It was a sanitized version that ignored the lived experiences of those who suffered under colonial rule, including my own family.
As I am confronting my own identity and social conditioning, I am now on a journey to unlearn these colonial myths. It’s not easy but it is necessary, and today, I want to share that story with you.
My Father’s Story of Access
It wasn’t until I was in college in the United States - thousands of miles away from home - that I began to understand the true impact of colonialism. One moment that changed everything for me was learning about my father’s experience. My father, John Mucheru, like many other Kenyans during colonial times, wasn’t allowed to participate in certain activities reserved for white settlers. One of his greatest passions was the game of golf, but he wasn’t permitted to play on any golf courses. Instead, he worked there as a caddy, earning a mere five shillings a day, carrying golf clubs for others who were free to play on the very land he was born in. Imagine that - being denied the joy of something as simple as a game, in your own country.
It wasn’t until after Kenya gained independence in 1963 that my father was finally able to step onto a golf course as a player. For the first time in his life, he could participate in the sport he had loved for years, but had been excluded from.
This wasn’t the opportunity I had been told colonization brought - this was exclusion, a deliberate strategy to maintain control over native Kenyans by limiting their access to even the most basic of joys and rights.
My Mother’s Struggle for Education
And then there was my mother - another example of resilience against the odds. The enduring legacy of strong, resilient women has been a foundational influence in my life, shaping not only my values but also my deep understanding of justice, resilience, and the vital importance of education. Central to this legacy is my mother, Grace Wamuyu Mucheru, whose life’s motivations and aspirations were profoundly inspired by the teachings and legacy of her mother, Anna Wangechi, and my great-grandmother, Wakengongo. The stories they shared and the experiences I witnessed have played a pivotal role in shaping the person I am today.
Growing up under the shadow of colonialism in 1950s and 1960s Kenya, my mother and other black people in Kenya faced countless challenges, particularly in their pursuit of education. Despite the barriers imposed by systems designed to limit opportunities for native Kenyans, she pressed on with an unwavering conviction that education was the key to a better future. Her determination saw her transform her humble beginnings into achievements that were nothing short of remarkable. Her siblings recall how, even as a teenager, she took the initiative to learn new skills and transform their humble mud-walled home into a place of warmth and dignity. Through meticulous effort and resourcefulness, she mastered cleaning techniques and acquired tools to maintain the home, turning it into a source of pride for the entire family. She applied the same dedication to her education, which, beginning before Kenya's independence, became a testament to her resilience and determination.
British colonial rule profoundly shaped Kenya's educational landscape, limiting opportunities for native Kenyans and tailoring education to serve the colonial administration. The resilience of those who pursued education despite these barriers underscores the lasting impact of systemic injustices and highlights the transformative power of education.
My mom attended Kihate Primary School in Mukurwe-ini, pursued her Kenya Advanced Primary Education (KAPE) until 1965, and then earned a place at St. Anne's High School in Mombasa for her East Africa Certificate Education (EACE), the highest level of education available at that time. These accomplishments, achieved under the shadow of colonial rule, were not just personal victories but defiant statements against a system that sought to limit her potential.
This personal connection to the legacy of colonialism is not just historical but deeply personal, as it continues to shape my worldview and intellectual pursuits. My family's educational struggles are a testament to the enduring impact of colonial policies designed to suppress native Kenyan potential.
Attending Kenya’s British-system schools distanced us from our cultural roots due to a curriculum shaped by colonial perspectives. The implementation of the GCSE (General Certificate of Secondary Education) in former British colonies can be viewed as a means of maintaining cultural influence over communities, even after independence. There is now an active movement to ‘decolonise the curriculum’ with the goal of encouraging dialogue around the legacies of colonialism in our current knowledge systems.
This experience has strengthened my resolve to ensure future generations have access to literature and education that reflect their own cultures, empowering them to value their identities and stories. One of the most transformative moments in my life came when I began studying the works of Kenyan authors like Ngũgĩ wa Thiong'o. I realized how much of our education system and cultural understanding had been shaped by colonial rule. Ngũgĩ’s book, Decolonising the Mind, opened my eyes to the fact that we, as Kenyans, had been distanced from our own history, our own identities. The colonial curriculum we followed was designed not to empower us, but to keep us disconnected from our cultural roots. I realized that the narrative of colonization as a force for good was a lie.
I realized that I still have work to do in unlearning what I had been taught about colonization and start reclaiming my own generational story. It’s a complicated process, like shedding layers of conditioning and questioning the power structures that have shaped not only my understanding of my home country but also my own identity.
New Forms of Exclusion in the Digital Age
But this isn’t just about the past. Just as the colonial curriculum sought to shape minds in a way that distanced us from our heritage, today's technological advancements, if unchecked, could further root inequalities by excluding those who lack access to the tools and education necessary to thrive in the digital age. The rapid advancement of Artificial Intelligence technology presents a pivotal moment in human history, with the potential to mirror past inequities. History has afforded rich lessons for humanity in building resilience in the face of technological change. As AI development accelerates, it risks deepening social and economic divides, similar to the educational disparities under colonial rule in Kenya.
Access to the computing resources that power AI systems is expensive and difficult to obtain. These resources are increasingly concentrated in the hands of large technology companies, who maintain outsized control of the AI development ecosystem. Wealthy urban centers, like those in the Empire AI Consortium in New York, benefit from concentrated resources, leaving marginalized communities behind.
The high development costs of AI reflect and perpetuate historical barriers similar to those experienced during Kenya's colonial period, where education was structured to benefit the colonial powers and remained inaccessible to many due to financial and systemic barriers. This historical context sheds light on current challenges in AI development, where predominantly well-funded organizations can afford to engage in this work at the pace necessary to have impact. This exclusivity not only sidelines low-income and technologically lagging communities but also risks integrating developer biases into our lived systems. Such biases can uphold Eurocentric norms, potentially excluding or misrepresenting many perspectives and needs. We can’t deny that AI is a public good, but it must serve us, not only as consumers, but first and foremost as humans.
To avoid perpetuating these disparities, I believe we must learn from history and take deliberate actions to use AI as a tool to democratize access to information and opportunities, thereby promoting equity. This requires making AI development more accessible and inclusive, ensuring a diversity of inputs, and actively mitigating biases from the start, thereby crafting a more equitable future through technology. This includes leveraging, for example, Postcolonial Theory as a crucial lens to examine how colonial legacies persistently influence contemporary educational and technological landscapes. This theory highlights the historical design of colonial education systems not just to impart knowledge but to uphold social hierarchies that favored colonizers and disadvantaged the colonized. Such insights are essential in tackling enduring inequalities in today's technology sectors, especially in artificial intelligence. This perspective reveals how historical policies restricted access to knowledge for native populations, perpetuating structural disparities that influence technological access today.
The need to 'decolonize' AI development is critical. Historically, educational curricula served imperial interests, similar to how our AI tools often reflects biases of technologically dominant societies. This can lead to digital colonialism. Addressing this requires diversifying AI datasets and development teams to dismantle colonial legacies and promote inclusivity.
As an Enterprise Curator of Diversity, Equity, and Inclusion at OpenSesame, a global educational technology company, I blend my passion for talent development with a commitment to advancing inclusion. My goal is to leverage AI and digital learning to empower all learners through accessible and inclusive content. A key focus is addressing "technology poverty" by advocating for policies that democratize access to education and technology while working towards collaborating with organizations to support underserved communities.
I recognize AI’s dual potential to either deepen inequalities or level the playing field. This responsibility goes beyond skill development for the future workforce. It’s about shaping a more diverse and inclusive workforce that reflects the society we aspire to create.
Inspired by the principle of "Be the change you want to see in the world," attributed to Mahatma Gandhi, my work aims to create pathways for everyone to benefit from new technologies. Meaningful change requires more than advocacy, it demands that we build environments where these values are lived daily, starting with ourselves and extending to others.
A Possible Path Forward
As I reflect on my commitment to inclusivity and equity, I recognize that it transcends a mere professional obligation. It has a broader vision for a society where every individual, regardless of their background, has the opportunity to contribute to and benefit from the advancements of our time. This vision goes beyond transforming our workplaces. It's about reshaping society into one that truly values and harnesses the potential of all its members. To accomplish this goal, I propose three targeted strategies focused on critical initiatives:
Inspirational Educational Leadership: Sharing my journey to inspire others from marginalized backgrounds while developing inclusive practices that blend traditional wisdom with cutting-edge AI knowledge. For example, similar to GAIO who orchestrate global debate and cooperation by convening experts and other relevant and inclusive stakeholders as needed.
Community Empowerment and Global Collaboration: The drafted United Nations' vision for an inclusive society stresses the importance of universal access to resources and the active participation of all community members in decision-making processes. To create and sustain inclusive societies, it is a prerequisite that all members of society are able to participate in the decision-making processes that affect their lives. This aligns with the goals of community empowerment and global collaboration to ensure equitable distribution of AI resources.
Ethical Technological Advocacy: Let’s be fully focused on championing AI frameworks that prioritize equity and justice while creating platforms that make technology accessible and beneficial to diverse communities. Relying on tech companies to govern their own AI development carves a path toward societal collapse by repeating mistakes made in past development of the web and social media. We should be rewarding and celebrating companies and communities whose core values are AI for good! Period! #PowerUp
#PowerUp Our Own Future
So, where do we go from here? I’m sure you’ll agree that I am living my ancestor’s wildest dreams. My parents’ stories and the story of colonialism has taught me the importance of questioning the narratives we are given. Our blueprint is not set in stone. It’s a lesson we can apply to today’s world as we face new challenges like the rise of AI, an “intelligence” that has the capacity to be the equalizer! Just as I am working on unlearning the colonial narratives of my past, we must now consider unlearning the systems of exclusion that are emerging in the digital age. We have the opportunity to shape a future where technology empowers, rather than excludes.
Together, we can take the pieces from our past and put them together in such a way that we rewrite our ideal ‘story’ where everyone is a valued asset. We can ensure that the AI revolution doesn’t echo the colonial past but becomes a movement for belonging, equity, and empowerment. It’s time to question the systems that shape our world and the ‘boxes’ we live in! It’s time to see beyond the walls we live in and demand a future where everyone has the chance to thrive and experience a full life, no matter where they come from or what resources they have access to.
Thank you for reading all this and for being part of this journey with me. Let’s continue to challenge the narratives, break down barriers, and build a world where no one is left behind. Because, just like my parents’ stories taught me, resilience in the face of exclusion isn’t just about survival, it’s about rewriting the story for ourselves and for future generations.
Let’s #PowerUp, together. ⚡
Thank you for sharing your very personal and powerful story, Liza. The connections you make between colonization, conditioning, exclusion and AI are so important. You are a true thought leader and belong at the table with the AI researchers. I hope they invite you so that, with your help, they'll make an AI tool that is accessible, equitable and just plain better for all people, groups and cultures.
May this note find us all ever closer to God, and His Peace.
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Thank you for this perspective.
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As a white Traditional Catholic (recent Convert) man born in 1963, I have seen the active slow genocide of my group, and suffered the now Sickened Western society of increasing poverty and with policies of Affirmative-Action in the mid-1980 when I had my Job application thrown away by the University HR department (known because it was my Work-Study job that turned into a Staff position, designed for my skills exactly) and now powerful Venture-Capital corporations such as BlockRock have created and threatened corporations Western-World wide unless they stop hiring my white Christian values-based men and remove as and suppress advancement, and whistle-blowers have testified that white men applications are thrown away without consideration of Merit and Skill.
As men need resources to attract a mate and support a family, the systematic removal of access is a slow Genocide of our race, and being only about 10% of world population, and the now indigenous population, does DEI support us?
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Also, how do you feel about corp. retardation-irrrationalization anti-white racism twisted AI such was popularly noted was done to Google's AI. If we imagine training an AI policies should be Truth-Based as we hope parents raise our next generation of children, is this policy of mind-raping the AI to mind-Rape us all a problem?
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[Edit-added]
I hope to review your work-service on this subject, but I consider Tradition Catholic Monarchy as conceptionally the best social-gov, as the Pre-Protestant Revolution Europe seems a better life for the lower Class, the serfs, that work less days, and had better family-community time together, and were protected by Catholic social-family-gov Doctrines, then the West has today.
If the Best of this were transferred to Indigenous peoples like in the America, what aspects of their societies should remain, if you consider any as good-better to transfer, what Western aspects should be shared? What should the West bring into itself - as long as it is not Religiously Heretical?
Also, do you consider any level of forced Indentured servitude as resulted in Justice - for example - someone the kills the son in a farm family, and so must 'replace' the work lost?
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Thank you for your work, and any Consideration to these points and perspective.
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God Bless., Steve