Ghana, America, England, Italy, Ethiopia, Uganda—I could not lay claim to any of those places in an incontestable way. It has always been difficult for me to say the word home with any conviction. When I was a child, I often felt like an outsider among my own family. Between me and them were borders—geographic, spiritual, cultural, linguistic. And no sooner had we arrived in a place than we had to prepare to leave it.

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.

Here we need to make a distinction between education and knowledge. Knowledge is a question of continuously adding to what we already know in a dialectical play of mutual impact and illumination. The normal cognitive process starts from the known and heads toward the unknown. Every new step makes more of the unknown known and therefore adds to what is already known. The new known enriches the already known, and so on, in a continuous journey of making dialectically related connections. Knowledge of the world begins where one is.

Education, on the other hand, is a mode of conditioning people to make them fit into, and function in, a given society. It may involve transference of knowledge, but it is conditioned knowledge, branded by the world outlook of the educator and the education system.

Balanced and inclusive education calls for a new slogan: Network, not hierarchy. We have to understand that all languages, big and small, have a common language: it is called translation.

Education systems should never lead to linguistic and cultural self-isolation. I want to connect to the world, but I don’t have to negate my starting base first. I want to connect to the world from wherever I am. I believe that the goal of education is knowledge that empowers, that shows our real connections to the world, but from our base. From our base we explore the world: from the world we bring back that which enriches our base.

I was attracted to move by the idea of the International Center for Writing and Translation (ICWT), but that was not how I answered my concerned questioners. My response was simple and always the same: “I am going to UCI, the center of the world.” By that I meant no more than the fact that in a world like ours, every point on its surface is a center of the whole. The challenge is for the inhabitants of a specific point to see the links that bind them to all the other points. Every center should reflect the globe as much as the globe should reflect them. William Blake put it better when he challenged his readers to see a world in a grain of sand and a heaven in a wildflower.