Your grandmother taught me to read when I was only four. She also taught me to write, by which I mean not simply organizing a set of sentences into a series of paragraphs, but organizing them as a means of investigation. When I was in trouble at school (which was quite often) she would make me write about it. The writing had to answer a series of questions: Why did I feel the need to talk at the same time as my teacher? Why did I not believe that my teacher was entitled to respect? How would I want someone to behave while I was talking? What would I do the next time I felt the urge to talk to my friends during a lesson? I have given you these same assignments. I gave them to you not because I thought they would curb your behavior - they certainly did not curb mine - but because these were the earliest acts of interrogation, of drawing myself into consciousness. Your grandmother was not teaching me how to behave in class. She was teaching me how to ruthlessly interrogate the subject that elicited the most sympathy and rationalizing - myself. Here was the lesson: I was not an innocent. My impulses were not filled with unfailing virtue. And feeling that I was as human as anyone, this must be true for other humans. If I was not innocent, then they were not innocent. Could this mix of motivation also affect the stories they tell? The cities they built? The country they claimed as given to them by God?

An unceasing interrogation of the stories told to us by the schools now felt essential. It felt wrong not to ask why, and then to ask it again. I took these questions to my father, who very often refused to offer an answer, and instead referred me to more books. My mother and father were always pushing me away from secondhand answers - even the answers they themselves believed. I don’t know that I have ever found any satisfactory answers of my own. But every time I ask it, the question is refined.

And as for what my father said about Africa, as much as I wanted to belong to Africa or to any place for that matter, I knew that I didn’t. Not really. Not completely. In countless ways and for countless reasons, I loved growing up in many countries, among many cultures. It made it impossible for me to believe in the concept of supremacy. It deepened my ability to hold multiple truths at once, to practice and nurture empathy. But it has also meant that I have no resting place. I have perpetually been a them rather than an us. I have struggled with how to place myself in my family histories.

The girls who picked on me were neither persuaded nor deterred by my recitation of this history. But my father was right on one count: their words no longer pierced my skin. When they approached me, I stuck my nose in the air imperiously and walked in the opposite direction. To their insults, I did not respond. I acted as though they did not exist.

My father continued to teach me about Ghanaian history after discovering that the entire continent of Africa was excluded from my world history textbook, except for Egypt. And the illustrations of ancient Egyptians in the book made them look decidedly European. “Nonsense,” my father said.

I think that my parents would like me to know how they contributed to our freedom. My professional skill and proximity to the primary sources should make telling their story an achievable task. But all my elders were trained in forgetting. Some of this was struggle discipline. Some of it was survival. And then there is the passage of time, decades in which some memories were lost entirely and others faded to the point that they can barely be seen.