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Micere Mugo Framed in the Image of Miriam, the Prophet: A Sermon

13 min read.

Faced with the despotic rule that replaced the colonial cruelty of her youth, Prof. Mĩcere Gĩthae Mũgo took her stand and stood her ground and, like the biblical Miriam, spoke truth to power.



Micere Mugo Framed in the Image of Miriam, the Prophet: A Sermon
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No one, in my view, personified the Utu philosophy as Prof. Mĩcere Gĩthae Mũgo did.  She made this her life’s relentless pursuit. Although she asserted that she was not a loser, and acknowledged that she was not always a winner, she finally lost to cancer. But the irony in this is that, although dead, Mĩcere Mũgo still speaks to us. She speaks with a forked tongue, words of sorrow and words of joyful pride.

For the many who loved and embraced her, the many whom she embraced and whose lives she impacted, Mĩcere’s death speaks pain. A pain felt deep in the family, the academic fraternity, and in the social activism circles across the world.

It is the neverness that is so painful. Never again to be here with us – never to sit with us at the table, never to travel with us, never to laugh with us, never to cry with us, never to embrace us, never to sing, or read poetry with us. All the rest of our lives, we must live without her. Only our death can stop the pain of her death.

Yet we must learn to live as faithfully and as authentically with her gone, as we had tried to with her present.

And what does that mean?

It will take a long time to learn.

It means not forgetting her.

It means speaking of her.

It means reading her poetry and acting her plays.

This is remembering her.

We are to hold the past in remembrance and not let it slide away. Because all around us are her things, her clothes, her books, her garden, her works, her words and her ideas.

We are to resist amnesia and live up to her ideals in Utu.

This is remembrance.

I parallel Mwalimu Mĩcere’s story to Miriam’s in the Exodus 2 passage. And to honour her memory, I will look at the Exodus narrative from a feminist perspective. I am indebted to Prof. Alan Boesak (2017) whose ideas I have adopted in interpreting the biblical text, principally from “The riverbank, the seashore and the wilderness, Miriam, liberation, and prophetic witness against the empire”.

The story of Exodus, like other biblical narratives, is written to be read in multiple ways, allowing for multiple interpretations, and so, hinders fundamentalists from weaponising the biblical texts. It also avoids imperialistic designs to impose a single view in this plural world, where we ought to be aware of the other. The Hebrew Bible and feminist scholar Phyllis Trible traces the life of Miriam’s prophetic tradition of faithful resistance against empire to the contest against pharaonic patriarchal power and privilege.

Through Miriam, we see God beginning the act of the exodus with the women. It is to these women of faithfulness, courage, and defiant obedience that the freedom of the people is  first entrusted. The first two chapters of the book of Exodus articulated this fact.  So exodus from Egypt was initiated by women who acted in faith.  A faith anchored in trust,  not sight. There seems to be no expectation that God would intervene. For God is not even mentioned in these two chapters of the exodus story.

We first meet Miriam as a protector of her brother on the riverbank. Then as a prophet and leader after the deliverance at the Red Sea. And finally, as a prophetic challenger to power in the wilderness. It is in comparison to these three scenarios that I hope to speak about the life of Mwalimu Mĩcere Mũgo.

First, Miriam on the riverbank (Exodus 2:1-8)

When Moses is born, Miriam’s mother Jochebed takes a risky but courageous initiative. She weaves a basket, puts the baby boy in it, places it among the reeds close to the riverbank, then tasks the young Miriam to stand guard.

Exodus 2:4 records that Miriam is standing “at a distance” at the river bank. According to the Dutch Hebrew Bible scholar Jopie Siebert-Hommes, the verb translated as “distance” means “far away”, and can also have two other meanings, which are: “to take one’s stand” and “to stand one’s ground”.

So, on the riverbank, Miriam is “standing her ground”, waiting in anticipation. She is aware of her own limitations under the circumstances.

When Pharoah’s daughter appears, for Miriam, there is no rational expectation of a “motherly” response from one seen as a representative of the Egyptian empire.

This passage is crowded with uncertainties. It offers no perspective on Miriam’s frame of mind. What if it had not been Pharaoh’s daughter? I mean, what if it had been men acting in blind obedience to the Pharaoh’s killing instructions? And what if the Pharaoh’s daughter was in one mind with her father?

Despite facing uncertainty, Miriam’s firmness and resolve make her remarkable. Miriam was not sure what would happen to her brother. But what stands out here is her readiness to stand her ground and face a dangerous situation. If something happened to the child, it would not be for lack of courage or action on her part.  And as the opportunity presented for Miriam to act, her quick-witted response to Pharaoh’s daughter suggests not only spiritual maturity, but political savviness as well.

So, Miriam stands firm in the prophetic tradition begun by Siphrah and Puah. It is a prophetic engagement with the empire (patriarchy) no less courageous and faithful than the actions of the midwives.

And as the opportunity presented for Miriam to act, her quick-witted response to Pharaoh’s daughter suggests not only spiritual maturity, but political savviness as well.

Mwalimu Mĩcere’s struggle against colonialism, despotic government and her works advocating for human dignity began early in her life. In the anthology Mĩcere Gĩthae Mũgo: Making Life Sing in Pursuit of Utu edited by Ndirangu Wachanga, she recalls:

One Saturday afternoon, I was called from my dormitory and told that I had family guests. On going out to meet them, I was elated to find out that it was my mother, Grace Njeri, and her younger sister Tata (Aunty) Joyce, who was a teacher in Gaturi, Mũrang’a.

But their gloomy faces cut down my excitement. After embracing, my mother told me to go back into the dormitory and put on my uniform because they wanted to take me to Boma, the name we knew Embu town by.

It all didn’t make sense, but on the way to Boma, they informed me that my father had been jailed and when they had visited him in jail earlier, he had asked for me. [At the time, my two elder sisters were miles away in Gatigũrũ boarding school, Mũgoiri, Mũrang’a.]

Apparently, my father had been accused of double-dealing with the government and assisting Mau Mau adherents by refusing to torture villagers and their families to force them to confess their linkages to the Mau Mau fighters. He had been sacked as the chief presiding over Mwea Division.

I remember speaking with my father from outside Embu jail, separated by what seemed unending rows of barbed wire. His hands were shackled and there were two guards on either side, plus many more swarming all over the place, all armed to the teeth.

I was scared to death. We had to shout out conversation through the rolls of wire. At first, I was just in shock and tongue-tied, but when the visit ended and the askaris (guards) escorted him back (I suppose to his cell), I simply broke down into tears and cried for so long that my mother and aunt were still begging me to dry my eyes as I waved them goodbye after they took me back to school.

While a young Miriam is plunged into resistance against Pharaoh, 12-year-old Mĩcere encounters the colonial cruelty of the British against the Mau Mau during this visit. From her parents and community she learns a sense of humaneness, Utu, as the antidote to colonial inhumanity.

Mĩcere later articulates her understanding of Utu in the words of her teacher, Prof John Mbiti:

“I am because we are and since we are, therefore, I am,” which is the same as Ubuntu. Yet the sense of community and belonging that Mĩcere advocates is in what it means to be human, deeply rooted in African culture. Prof Mũgo took her stand in pursuit of the Utu philosophy:

I had to remind myself that part of the liberation process was not just to create a better world, but also to create better people of ourselves. [That involved] learning to humanise ourselves and be humane in the way we articulate our thoughts and treat others. I also learnt the difference between systems and institutions, and agents functioning in them. The person who oppresses you as an agent of an oppressive system is being dehumanised. Oppressive systems dehumanise their own agents as much as they seek to dehumanise those who resist oppression.

Mĩcere likened the exclusion of women to the cruelty of colonialism, and so, fought for women to have equal opportunities. This she learnt from her parents, who had no gender partiality. They, the five girls, were sent to school when it was not fashionable to send girls to school. And when they excelled, their father would quip, ‘Well done, my boys!’ Her mother would rebuke men who would ask: Gũtirĩ andũ gũkũ? Are there no people here?

Mĩcere adopted Rhoda Reddick’s definition of feminism articulated thus:

“Being aware of the structures and systems of injustices that held back women, that oppressed women … be they religion, cultural, educational and tradition, be prepared to do something about it, and to disentangle them. The greatest enemies of feminism are the women themselves who are purveyors of patriarchy.”

Mĩcere articulates her position in her poem To Be a Feminist Is:

For me, to be a feminist is

to be the mother of my daughters

it is to be the daughter of my mother,

it is to be more than a survivor,

it is to be a creator,

it is to be a woman.

Nothing explains her vision for women better than her poem: Ta imaaaagini!

Ta imagini that

you and I

and all the women

of this world

stood hand in hand

marched side by side,


dividing borders


connecting bridges


binding chains


delinkable links,

across the nations

across the continents!

So, Mĩcere speaks to us that we must act as feminists. It is clear that her feminist advocacy was undergirded by this Utu philosophy. We are being called to take our stand for a humanised humanity. We become human when we defy the impetus to dehumanise others.

Second, Miriam at the seashore

And Miriam the prophetess, the sister of Aaron, took a timbrel in her hand; and all the women went out after her with timbrels and with dances. Exodus 15:20

And Miriam answered them, Sing ye to the LORD, for he hath triumphed gloriously; the horse and his rider hath he threw into the sea. Exodus 15:21

This is after the people of Israel walked through the sea ‘on dry land’, leaving the Egyptian armies ‘dead on the seashore’ and the mighty empire defeated (Exodus 14:30). Exodus 15 opens with the song of Moses.

Then in verses 20 and 21, Miriam the prophet took a tambourine in her hand, opened her mouth in song and led the people in a dance of praise. Benno Jacob ranks this song as the oldest text available concerning the exodus. It is the oldest poem in the Hebrew Bible reflecting the mood of an exodus experience.

From her parents and community she learns a sense of humaneness, Utu, as the antidote to colonial inhumanity.

Miriam stamped her position as the people’s prophet. While Moses acted as an individual, Miriam turns her song into a congregational hymn. For on Miriam’s lips, it became a song of praise and celebration for the whole people.

Miriam’s radical inclusion of all the people, not just the women, proved her to be a prophet of God from among the people, guiding them in the glorification and the ownership of the mighty acts of God. Thus, God’s people owned their agency in their liberation.

Analysing Miriam’s action, Prof Allan Boesak observes “ … a radical inclusivity of worship at work here, and a radical overturning of the patriarchal paradigm. It is also a radical embracing of the responsibilities that come with freedom. Miriam is the people’s prophet.”

Mĩcere was a prophet in this Miriamic tradition. As a poet, a playwright and an intellectual, she included outsiders through orature and made knowledge creation a communal affair.

Mĩcere honoured the tradition of “African orature”. A tradition, she said, was about not speaking to yourself but having a conversation and making sure that your audience is following and engaging. In “African orature”, Prof. Mũgo argued, telling an autobiographical story is not about telling “my story” but about telling “our story”. Thus, a “personal” narrative becomes a “public” narrative.

As a poet, a playwright and an intellectual, Mĩcere included outsiders through orature and made knowledge creation a communal affair.

Although she was a professor of literature, Mĩcere realised the limits of written literature in the African context. Oral literature had a similar shortcoming, one of creating elitist academics, detached from their peoples’ lived experience.

Mĩcere often cited James Baldwin. Intellectuals used their power to speak against the challenges in their society. Mĩcere still questions us in her poem…. “Intellectual or Imposter?” Why are our intellectuals so aloof from their communities’ challenges?

Serving as the dean of the Faculty of Arts between 1978 and 1982 required courage as many opposed her election for being a woman. As Mũgo remembers,

We were given to understand that the government ordered the university registrar to nullify the elections immediately, which he did, even though he had been the election’s returning officer and had publicly announced my victory. He issued an official bulletin announcing that he had appointed the defeated candidate to serve as Acting Dean until further notice. The activists issued a counterstatement, with my consent, asserting that I was the elected Dean and would not step down. The CID [Criminal Investigation Department] police swung into action and threatened me with arrest if I did not step down. At times, they would coax me to resign, advising me that my activism was not befitting of a respectable woman.

Going beyond the privileges of office, Mĩcere broadened issues of concern beyond pedagogy, to include culture in development. For her, the ownership of knowledge, its production, dissemination, and custodianship were to be seen through the lens of Utu/Ubuntu.

Such education would be transformative since knowledge and scholarship can either be colonising or conscientizing, alienating or humanising, enslaving or liberating; therefore, creating new human beings with the agency to transform life and the world for the better.

Mĩcere refuted the false myth of dominating, colonising and imperialist cultures to monopolise knowledge, a position that justified the dehumanisation of the conquered, the attempted erasure of other knowledges, heritages and, ultimately, entire cultures.

Third and final, Miriam in the wilderness

The wilderness becomes the place for revelation of Miriam’s prophetic calling. To the people of Israel, the wilderness is more than just a place of wandering; it is the ‘wilds of the wildernesses’.

Phyllis Trible is right to note that uncertainties, complaints, confusions, and conflict make Israel’s wilderness experience wild. The frequent rebellion causes angst among the people. Yet, amidst this muddle, Miriam’s story sparkles.

So, in Numbers 12:2, Miriam and Aaron spoke against Moses:

“Has the LORD only spoken to Moses? Has he not spoken also through us?’ Miriam’s question goes to the root of the matter.

First, Moses was increasingly becoming autocratic and unpopular with the people. Miriam’s speaking “against Moses”, Naomi Graetz claims, occurs within the broader context of the people’s rebellion.

Miriam joins those who speak against the Mosaic authority in the recurring and intensifying rebellions narrated in Numbers 11, 12, 14, 16 and 20, beginning with the grumblings about food.

It is clear that Miriam’s act comes as a crucial intervention in the rebellion because she introduces the genuine issues of the people’s participation in their liberation, the quality and integrity of leadership and the questions of shared power and authority. She raises these issues because she had shown leadership before, at the seashore. Her leadership gave legitimacy to the radical inclusion of all God’s people in God’s acts of liberation.

Second, Miriam’s critical question also exposes a basic fault line in the rebellion: The nostalgic yearning for Egypt, the longing for the non-existent kindness of the oppressor, the desire to return to the imagined safety of Egypt instead of facing the hardships that come with freedom.

As a prophet (Exodus 15:20), Miriam is now re-asserting herself in her calling by inserting herself into the rebellion while also correcting the rebellion from its flawed position (romanticising Egypt and anger about bodily comforts) to the fundamental revolutionary transformation of leadership and the theological integrity of the god they worshipped.

Mĩcere, like Miriam, articulated a question raised by all oppressed people: their challenge to the empires, invaders, and colonisers everywhere who seek justification for their imperial designs, if possible, by using the Bible.

As the dream of a prosperous Kenya after independence from the British became a nightmare, beginning in the 1970s with the rule of President Kenyatta and going into the 1980s under the regime of President Moi, the shift from white colonialists to black oligarchy catapulted the prophetic voice of the past back to the scene.

Mĩcere called them out through plays like The Trial of Dedan Kimathi, co-written with Ngugi wa Thiongó and performed at the Kenya National Theatre. Mũgo and Thiong’o spoke truth to power. As a result, they were jailed for inciting people to rebel against their government.

“Has the LORD spoken only to Moses?”

We must understand Miriam’s question to be a prophetic and theological challenge. They were not words uttered out of jealousy, slander, or arrogance, but prophetic truth spoken to power. Miriam questions not only the channel of God’s voice, but also the character of Israel’s god; who is this god Moses claims to be on his side, who gives him sole authority, who punishes and strikes and kills at the slightest sign of challenge and protest?

They were not words uttered out of jealousy, slander, or arrogance, but prophetic truth spoken to power.

This god appears different from the one Miriam had experienced at the riverbank. The one the defiant midwives had trusted. A god who rises in outrage against the violence and death-worshipping power of the empire, the god Miriam had proclaimed at the seashore, in contrast with the God of Moses, a vengeful, frightening mirror image of the gods of Egypt who know only domination, submission and death.

Miriam speaks prophetic truth to power, and it is so serious that Yahweh intervenes directly in defence of Moses. She knew how God showed a fierce partiality for Moses and male leadership in Israel with the brutal suppression of a rebellion over food. And yet, like her foremothers in Egypt, despite the risks, she speaks.

By refusing the privileges of her class, Mĩcere committed class suicide. She recounted when the Moi government offered her properties or positions:

“At one point, the government offered me land up there in Naromoru, about 50 acres. I was actually called to go to [Minister of Lands and Settlement] Mr [Nicholas] Biwott’s office in order to be given this gift from President Moi. While at the office, I told Mr Biwott, ‘Thank you very much. I really appreciate it, but please can you give this piece of land to some of the landless people, especially the former Mau Mau fighters?’

The next thing I knew was that I was being called in for questioning at the police station. ‘Look,’ interrogators yelled, ‘You were offered this piece of land by the president, and you were very rude, and you are now trying to tell him who to give it to. Who do you think you are?’

During the interrogation, if I did not write what they wanted me to, I remember a number of times they would hold my head and bash it on the table. Many times, I would go blank. Later, during hospitalisation in London, I was to discover that a minor strike I had been diagnosed with had come from these bashings. But I recovered sufficiently from the ordeal.”

In choosing a “people’s path” to promote the interests of the masses rather than the elite, Mũgo had become reprehensibly dangerous in the eyes of the elite and the state.

Exiled for speaking, Miriam is banished outside the camp. Although both Aaron and Miriam questioned Moses, only Miriam was punished. Naomi Graetz raises the question, “Why was Miriam punished and not Aaron?”

It is because Miriam takes the initiative, providing leadership, and it is not an easily forgivable sin. Miriam is neither terrorised nor cowed into submission.

Miriam speaks prophetic truth to power, and it is so serious that Yahweh intervenes directly in defence of Moses.

Although Mĩcere had not fully recovered from the minor stroke suffered during her tortures, she fled the country with her two young daughters, eight-year-old Mumbi and six-year-old Njeri, to avoid detention.

Mĩcere still speaks to us in the words of her address to the Riara University students in 2016: “If you have chosen the path of struggle, you must have the courage to build a new home wherever your path leads. Don’t romanticise home; you must have the courage to make new homes and new roots.”

Our sister Mĩcere Gĩthae Mũgo has now travelled away from this world to her new home. As a priest, for the last ten years we prayed together, shared scriptures, and had spiritual discourse. She often said: “Who am I, to say there is no God.” We came to agree that Utu and the dignity of all humanity are not incompatible with Christ’s characteristics and teaching.

Wade in the waters 

Wade in the water

Wade in the water, children

Wade in the water

God’s gonna trouble the water

An African American Jubilee Spiritual Song (1901)

Text adapted from the sermon during the Mĩcere Mũgo memorial service at All Saints Cathedral, Nairobi, 15 August 2023.

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Rev. Canon Francis Omondi is a Priest of All Saints Cathedral Diocese of the ACK, a Canon of the All-Saints Kampala Cathedral of the Church of Uganda, Adjunct Lecturer at St. Paul’s University, Limuru, and Research Tutor at the Oxford Centre for Religion and Public Life. Views expressed here are his own.


Ama Ata Aidoo: A Tribute

Ama Ata Aidoo repositioned women’s writing within a male-dominated canon in African literature during the mid-1960s and her legacy can be seen in the outpouring of African literature in the twenty-first century by women authors who now dominate the field.



Ama Ata Aidoo: A Tribute
Photo: Flickr/RAS News & Events
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Ama Ata Aidoo is Ghana’s foremost woman writer whose distinguished career spans several decades of the post-independence era in Africa. Her literary contribution places her amongst the first generation of African women writers as a leading feminist voice within postcolonial writing. Through a feminist lens, her literary corpus conveys much insight into the complexities of African women’s lives in the colonial and postcolonial landscape of competing and challenging experiences in society. Her fictional works portray women characters who navigate local norms and expectations for women, customs and traditions, and the challenges of race, class, and gender inequalities within transnational spaces in western settings.

For over twenty years, my research, scholarship and teaching has explored the literature of African women writers, including Aidoo’s work, to highlight their experiences in society and to celebrate their remarkable contributions to women’s and gender studies through literary expression.

Aidoo is a pioneering figure of immense significance through the creation of Africa’s first dramatic work in English by an African woman, The Dilemma of a Ghost in 1965, followed by her second play, Anowa in 1970.

As a commanding literary figure, Aidoo repositioned women’s writing within a male-dominated canon in African literature during the mid-1960s. Her novels, Our Sister Killjoy: or, Reflections of a Black-Eyed Squint (1977) and Changes: A Love Story (1991) disrupted stereotypical portrayals of African women that were common in male-authored African texts written during the twentieth century. In both novels, Aidoo crafted female protagonists who were strong, intelligent, and outspoken as a form of ‘writing back’ to reclaim women’s voices from the margins to centre stage in the African literary world. Important themes in Aidoo’s works include postcolonial perspectives, feminist expression, the interplay of tradition and modernity, and the relationship between Ghana and the African diaspora, among other compelling issues of postcolonial discourse.

Her creative artistry has woven a tapestry of literature across genres of poetry, drama, novels, short fiction, essays, and literary criticism. Her short fiction includes No Sweetness Here (1970), The Girl Who Can and Other Stories (1997), and Diplomatic Pounds (2012). Her poetry collections include Someone Talking to Sometime (1985), Birds and Other Poems (1987), An Angry Letter in January, and Other Poems (1992), and After the Ceremonies: New and Selected Poems (2017). Like many African writers in the past and the present, Aidoo’s literary style draws heavily upon African oral traditions and a combination of prose and poetry.

Ama Ata Aidoo was born on March 23, 1940, in southern Ghana to a royal family of the Fante ethnic community. Encouraged by her father to pursue a western education, she began writing at the age of fifteen. After completing secondary school at Wesley Girl’s School in Cape Coast, she attended the University of Ghana at Legon, where she majored in English literature. While at University she participated in the Ghana Drama Studio and published her first play, Dilemma of a Ghost in 1965. Her teaching career began in 1970 and lasted for over a decade at the University of Cape Coast but the unfavorable political climate in the country failed to nurture her creative talent. In 1982 she was appointed Minister of Education by the then head of state, J. J. Rawlings. She resigned from her position in less than two years and migrated to Zimbabwe where she resumed writing and teaching. She subsequently taught in the United States, at the University of Richmond and at Brown University, until her retirement in 2012.

Ama Ata Aidoo’s works have received critical acclaim and robust scholarly engagement by writers and literary critics. Among these are Emerging Perspectives on Ama Ata Aidoo (1999), The Art of Ama Ata Aidoo: Documentary Film (2014), Essays in Honor of Ama Ata Aidoo at 70: a Reader in African Cultural Studies (2012) and The Art of Ama Ata Aidoo: Polylectics and Reading Against Neocolonialism (1994).

I am fortunate to have experienced a rewarding friendship with Ama Ata Aidoo that began at the African Literature Association annual conference in 2012. I will always cherish the memory of her warmth and hospitality as well as her insightful perspectives on contemporary women’s issues in Ghana and the African diaspora. In the early years of my career as a literary scholar, her fiction inspired my scholarly engagement with victimhood and agency in the work of African women writers as well as my approach to feminist-inspired African texts through critical analysis of her novel Changes: A Love Story, the short story collection No Sweetness Here and the play Anowa. In these iconic fictional works Ama Ata Aidoo presents paradoxical outcomes for women characters as they respond to patriarchy, urbanization, and the conflicting demands of modernity in the colonial and postcolonial landscape of Ghana.

The novel Changes skillfully examines the complexities of Ghanaian women’s difficult choices and responsibility for one’s destiny in life. In the novel, Aidoo interrogates the extent to which a woman who follows her own path ends up better off than the woman who bends to the status quo through obedience to conventional norms in society. The stories in No Sweetness Here portray Ghanaian women faced with choices that challenge conventional norms and expectations as well as realities of the modern world of social flux and changing identities. The setting of Anowa is nineteenth century colonial Ghana where feminist themes emerge through the actions of the female protagonist. Anowa rebels against parental authority and women’s traditional roles by marrying a man her family has rejected, resulting in tragic outcomes.  In her role as an outspoken voice for women, Aidoo articulates the impact of social, economic, and political forces on the lives of African women. Aidoo asserts that, “on the whole, African traditional societies seem to have been at odds with themselves as to what exactly to do with women”. This dilemma lies at the crux of Aidoo’s feminist perspectives expressed in her writing and underscores the pressing need for social transformation and women’s equality.

Aidoo interrogates the extent to which a woman who follows her own path ends up better off than the woman who bends to the status quo through obedience to conventional norms in society.

As a consummate storyteller, the corpus of Aidoo’s writings captures the dynamism of Ghanaian and African women’s lives through strong women characters that exhibit intelligence, strength, and agency in the search for happiness and success in their lives. Ama Ata Aidoo’s legacy can be seen in the outpouring of African literature in the twenty-first century by women authors who now dominate the field. A new generation of leading women writers from Africa owe their inspiration to Ama Ata Aidoo and other pioneers like Flora Nwapa, Buchi Emecheta and Mariama Ba who broke barriers for women as literary godmothers of feminist expression and innovative ways of telling the African story. Ghana and the world have lost a commanding presence on the literary stage and her works will remain as cherished classics in African and world literature.

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Mĩcere Gĩthae Mũgo: A Mother and a Gardener

In the garden of her home, Mwalimu found a mirror to her own life, where tending to growth required patience, determination, and the willingness to embrace, metaphorically and physically, both sunlight and storms.



Professor Micere Githae Mugo: The Zimbabwe Experience
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“I love to see a young girl go out and grab the world by the lapels.” 

– Maya Angelou

In the hushed corners of memory, where the tapestries of lives are woven, there lies a figure both fierce and tender – Mĩcere Gĩthae Mũgo. Hers wasn’t just a name etched in the annals of African literature and orature, a name revered in halls of the ivory tower, or a name heralded by activists. Indeed, she was all those things, and more. But behind closed doors, in the shadows of acclaim and applause, she was a cultivated radiant soul on whose shoulders so much was placed, a soul weighed heavily by unfulfilled dreams, a soul whose essence blossomed in myriad facets, each illuminating the mosaic of her existence. Much has been said and written about her in tribute and commemoration since her demise, all noteworthy. But alongside what is known lies the person as seen through the inner corridors of her life. It is there we find not just the public icon, but the woman, and it is through that lens that I wish to explore the layers of Mwalimu’s life that coloured her world.

In 1976, a struggling Cameroonian-Nigerian musician, Prince Nico Mbarga, and his band Rocafil Jazz, released the song Sweet Mother, an upbeat single, sung in Pidgin English, and featuring a West African highlife-infused tempo, with a Congolese Soukous-style fingerpicking guitar lead. Despite having been previously rejected by no less than three major record companies, it went on to become one of the best-selling and most popular Pan-African singles ever released. The lyrics began thus:

Sweet mother I no go forget you

For the suffer wey you suffer for me yeah

It was the quintessential African ode to motherhood. In equal parts full of praise and mention of sacrifice, it symbolised the unbreakable bond between mother and child, and is often played at weddings and other ceremonies far beyond Nigeria and Cameroon. Perhaps more than any other piece of art, this song captures the intimate tri-generational and parallel relationships between Micere Githae Mugo and her mother, and Micere Githae Mugo and her children.

Nothing brought Mwalimu more comfort and joy than her children. For those familiar with her lectures and presentations, nary a single one began without an elaborate acknowledgment of Mumbi and Njeri, replete with all their respective accomplishments (much to their irritation). Even in person, when speaking or referring to either one of them, a sparkle would light up her eyes as immense pride beamed. Every decision she made since their birth was carried out with them in mind, and although she often expressed regret for the effects some of those decisions had on her children, feeling her life’s trajectory had yielded undue hardship on them, Mumbi and Njeri would always reassure their mother of the contrary. It was this precise journey that forged them into the women they became, the daughters she referred to as her “besties” and of whom Mwalimu took immense satisfaction in being the loudest cheerleader and praise singer. If there was a heaven on earth for Mwalimu, it existed when she was beside her children.

Mwalimu’s nurturing soul remained consistent throughout her life, reverberating across distance and geographies, always planting seeds of hope and reassurance in her children’s hearts. For Mũmbi wa Mũgo, and the late Njeri Kũi, their mother’s stories, woven from threads of struggle and strength, ignited in them fires of resilience, reminding them that roots, no matter how bruised and imperfect, are meant to be nourished and celebrated.

Believing, as the African American novelist Toni Morrison often said, that “the function of freedom is to free someone else”, Mwalimu’s essence as a mother, and her sense of family, transcended mere biology. She opened her heart and home to many, becoming a mother and sister to countless regardless of their origin and circumstances. Throughout her life, her homes did not discriminate. They were sites of knowledge, sanctuary, community, and entertainment for people from virtually every walk of life.

Mwalimu was the nurturer of dreams, fostering creativity and independent thinking in all those she embraced as her children, reflecting Bell Hooks’ notion of love as “the will to extend one’s self for the purpose of nurturing one’s own or another’s spiritual growth”. I recall her taking a keen interest in my own professional endeavours. While mine were different in discipline from hers, she recognised the common thread with which we pursued our respective fields, and invested her time and resources, often while battling one or more ailments, in guiding me towards conclusions that would embolden my arguments and position my work through the lens of Africana scholarship. Mwalimu frequently and publicly cheered my accomplishments, delightfully advertising the products of my work to the audiences we shared. When I was commissioned to curate a collective Pan-African architectural exhibition as part of the 2023 Venice Architecture Biennial, her thunderous applause that ricocheted in the longest email I’ve ever received from her – and this is not to say her emails were ever short – contained a critical review of my curatorial statement with appendices to boot, all attached in a multiple-page document that she took the trouble to manually digitise, all the while battling an infection.

She opened her heart and home to many, becoming a mother and sister to countless regardless of their origin and circumstances.

Mwalimu’s spirit was that of a wanderer. She roamed not just through physical landscapes but through the corridors of the human experience, embodying Chinua Achebe’s notion that “proverbs are the palm oil with which words are eaten”. An avid traveller, she so enjoyed encounters with diverse cultures through which she embraced the human experience in its myriad shades, recognising that unity arises from understanding and fostering solidarity with all who are disempowered and disenfranchised. In every place she lived, Mwalimu never stood idle or quiet in the face of oppression, always agitating and mobilising for the issues of the day, be they fighting dictatorship in Kenya, defeating Apartheid in South Africa and Palestine, supporting LBGTQI and immigrant rights globally, resisting White Supremacy and protecting the right to vote in the United States. All these and more she championed, determined to lend her voice to the voiceless, and might to the weak.

The tapestry of Mwalimu’s life extended beyond her family, weaving through communities with the deftness of the Afro-Cuban laureate, Nicolás Cristóbal Guillén Batista’s poetic strokes. She was a bridge builder, a community organiser, an embodiment of Assata Shakur’s vision of revolution as an ongoing process. She recognised that a single thread couldn’t hold the fabric of change; it required collective hands and shared dreams to stitch together a world of equity and compassion.

“Sometimes you take detours to get where you need to go.”  So wrote the Haitian-American author Edwidge Dandicat. And accordingly, exile couldn’t extinguish the fire within Mwalimu’s heart. No stranger to betrayal, she lived life looking forward, not forgetting the pains and losses of the past, but not clutching onto them nor clinging to bygone eras, acutely aware that a closed door is also a new beginning. It is an opportunity to resist containment, to evolve, to sow and nurture seeds elsewhere, with the new environment no different from a new blank page in one’s story. That is not to say she forgot about where she was from. Mwalimu was always engaged and connected to Kenya. But exile pushed her towards new horizons, all of which left identifiers on her that were as indelible as her origins.

She was a bridge builder, a community organiser, an embodiment of Assata Shakur’s vision of revolution as an ongoing process.

“How do I survive?” Mwalimu once rhetorically remarked during a 2015 conversation with her biographer Ndirangũ Wachanga. “[I survive through] linking up with struggles wherever I happen to find myself. That lesson really came very powerfully from my mother and is summarised in My Mother’s Poems, this notion of learning as human beings to create spaces, to create new homes, which we have to learn as progressive pan Africanists of what oppressed people, especially what enslaved people did.”

To buttress herself against the torment of being separated from all that was loved and familiar, Mwalimu immersed herself in the everyday lives of the people in the places she lived. Following the principles of Utu and Ubuntu, she embraced their concerns as her own, their fights as new battlegrounds. Like the Guyanese academic and activist Walter Rodney’s unwavering commitment to truth, she stood firm against injustice, transforming her longing for home into an unyielding struggle for justice. Mwalimu bore the weight of people’s hopes as she fought for a world where words, like South African singer-songwriter Miriam Makeba’s melodies, knew no boundaries.

In 1982, while addressing a Malcom X weekend lecture at Harvard University, the African American feminist philosopher Audre Lorde observed, “Revolution is not a one-time event.”  This Mwalimu understood well; she once chuckled with absolute glee at my calling out her lifelong affinity for mischief. Defiant to a fault, no nemesis was too big, too powerful, for her to oppose. Resistance, she felt, was as important as joy. And her defiance spread across facets. She abhorred, for example, the brandishing of titles and displays of social stratification – hallmarks, she believed, of the insecure. There she was, sitting quietly in a waiting room for one of her medical appointments, her body weakened from the effects of aggressive chemotherapy, proudly flaunting a tote bag brightly emblazoned with the words “Fight the Power!”

To buttress herself against the torment of being separated from all that was loved and familiar, Mwalimu immersed herself in the everyday lives of the people in the places she lived.

In the front and rear gardens of her home in Syracuse, there Mwalimu found solace. An avid gardener, the cold of winter was kept at bay by her anticipation of spring, when the loosening soils and warmer temperatures would draw her outside, along with both willing and unwilling accomplices, gardening paraphernalia in tow, to till the loosening soil. This, even when it was against Mumbi’s ever-vigilant advice, was her happy place. Basking under the sun, caring for the kaleidoscopic hues of the blooming canvas that was her vegetable and floral ensemble, Mwalimu found a mirror to her own life – where tending to growth required patience, determination, and the willingness to embrace, metaphorically and physically, both sunlight and storms. And it was under her sun hat, and in her gardening gloves and gumboots that some of her most devoted time was spent.

The months from April to October were focused on, among other things, planting, weeding, and harvesting. The discipline put in the effort that went into producing organic vegetables was second only to that which drove her writing, and always released a dose of energy that no medication could substitute. Every year, without fail, Mwalimu fastidiously planted a range of vegetables including heirloom tomatoes and kale, a headless leafy green cabbage similar to sukuma wiki that was also favourite of the neighbourhood gopher – a stubborn rodent of a creature that often, and quite successfully, claimed exclusive domain over this plant; Kunde, also known as cowpea leaves; and a plethora of herbs. Harvests were multiple throughout the summer, bringing her immense satisfaction and the luxury of consuming home-grown produce year round.

At the front of the house, bees pollinated her assembly of annuals and perennials, flowers that were also a delicacy for the local deer. “Pirates!” She called them. Each flower petal, each vegetable harvest, was a testament to her resilience, a reflection of her understanding that life’s beauty lies in its imperfections and in the sum of its parts.

Between the pages of books, Mwalimu embarked on a ceaseless voyage of intellectual discovery as she consumed literature with voracious hunger. She knew that the most profound journeys were those of the mind, and through every word devoured, she collected fragments of wisdom to sew into the tapestry of her own life, and the lives of others.

In 2018, I gifted Mwalimu the book Barracoon: The Story of the “Last Black Cargo”, a small title by the African American anthropologist Zora Neale Hurston.  “What a read!” she exclaimed, and went on to discuss how the author’s insistence on claiming and establishing African American Orature as a site of knowledge was nothing short of a revolutionary act. We would later share thoughts on the legitimacy of marginalized languages like Caribbean Patois or Kenyan Sheng, loathed by the elites but nonetheless authentic as linguistic systems, capable of literary rigour, and worthy of celebration. Antiguan novelist Jamaica Kincaid asks in her book A Small Place, “For isn’t it odd that the only language I have in which to speak of this crime is the language of the criminal who committed the crime?” Drawing from that, Mwalimu recognized that linguistic colonialism was as brutal and unjust as all other forms of dominance, and that language, in whatever form, is above all the heartbeat of a community.

But perhaps what she enjoyed reading the most was personal correspondence from those in her orbit. Every sentence in a personal email was carefully and diligently referred to or responded to. And those responses were ever so lyrical, so elaborate, so engaging that one would immediately feel the weight of the world in their attempts to write back in kind – an exercise quite often futile.  And God help you if you did not respond!

Each flower petal, each vegetable harvest, was a testament to her resilience, a reflection of her understanding that life’s beauty lies in its imperfections and in the sum of its parts.

A deeply spiritual being, Mwalimu prayed to God, often.  But she also meditated daily, believing that reflecting and thinking about the nature of, and occurrences on, those dear to her was aligned with and inseparable from her own circumstances.  She did not, however, subscribe to a singular organized system of belief and worship, and was always sceptical about seeing God through an externally programmed lens. Mwalimu’s spirituality was more personalized, and centred on providing her with peace and purpose. She was aware, as Professor Jacob Olupona states, that African “deities, spirits, gods, ancestors, and personal and impersonal forces are regarded as active agents in the created world…”, and ancestral tradition, the veneration of parents and forbears was central to an honest and unfiltered understanding of our world, rooted in indigenous African knowledge systems. She called out to the ancestors often, seeking their guidance and comfort, believing that the suppression of these systems remained a critical component in the unfinished process of African liberation.

At the core of her being, Mwalimu was human, embracing and being open about her vulnerabilities with the grace of James Baldwin’s reflections on authenticity.  Her honesty, like a mirror reflecting truth, resonated with the essence of what it meant to be complete.  In a world fraught with façades, she dared to bare her soul, displaying to us how authenticity is not only rare, but is a revolution in itself.  Hers is a tapestry woven with threads of love, struggle, growth, and ultimately truth.  This is what set her apart from many.  Ever conscious of social relationships that are of equal status, intellectual openness and possibilities for critique and creative engagement, Mwalimu’s encounters with the world followed her fervent belief in an old Gĩkũyũ adage, kwaaranĩria nĩ kwendana, meaning “to hold dialogue is to love.”

“For isn’t it odd that the only language I have in which to speak of this crime is the language of the criminal who committed the crime?”

From Kariria, Kirinyaga County in Central Kenya on the southern slopes of the great mountain, to the revered halls of Makerere University perched on the hilltops of Kampala, Uganda, to the maritime province of New Brunswick on the Atlantic coast of Canada, to the then politically active University of Nairobi in Kenya’s bustling capital, to the blooming Jacaranda tree-laden avenues of Harare, Zimbabwe, and finally to her home in Syracuse, nestled in the heart of Onondaga County in Central New York, Mwalimu’s legacy beckons us to embrace life’s journey with modesty and fervour. These two qualities, along with courage, guided and grounded her throughout her life. They were, however, not qualities gained as she navigated through the world, but rather qualities that were already in place, and instilled in her as a child by her mother, a woman who had walked her own path before her, experienced and overcome her own share of turmoil and in the process found her own voice. Mwalimu remained anchored to her mother, her metaphorical North Star, and grateful for the sacrifices that were made, and the pain that was endured, to allow for the becoming of Mĩcere Gĩthae Mũgo.

If i no sleep, my mother no go sleep

If i no chop, my mother no go chop

She no dey tire ooo

Sweet mother i no go forget dey suffer wey you suffer for me yeh yeh

Sweet mother yeeeeh

Sweet mother oh, oh oh

And so ends Prince Nico Mbarga’s Sweet Mother, so aptly describing the bonds between a woman in the central highlands of Kenya who despite losing it all, would persevere to nurture Mĩcere Gĩthae Mũgo, bequeathing to her the fortitude to stay the course, a foundation that would one day take Micere to previously unimaginable heights. The daughter would herself become a mother, passing onto the next generation what would take Mwalimu’s legacy even further. Grace.

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Micere Githae Mugo: Creating Liberated Zones

Was it during her years at Limuru Girls School that Mĩcere Gĩthae Mũgo developed a lifelong passion for “creating liberated zones” in educational institutions?



Professor Micere Githae Mugo: The Zimbabwe Experience
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It was the dawn of a new decade. The Kenya Colony was in the frenzy of transition. Behind it lay the trauma of the State of Emergency; ahead, the tantalising promise of Uhuru. In February 1961, the excitement rose to fever pitch: an African majority was elected for the first time in the colony’s Legislative Council, an important political development making manifest the reality of the “wind of change” sweeping not only across the rapidly diminishing British Empire but also right at home in the Kenya Colony itself. Everywhere, there was change in the air – euphoria for the majority, trepidation for others, as preparations were made in earnest for the birth of Kenya as a brand new independent nation.

On all fronts, the changes were happening; sometimes faster than the guardians and facilitators of the old colonial order were ready for. And so it is that change came to a little school, tucked in the heart of what was then called the White Highlands, where, according to school lore, a progressive headteacher, Veronica Owen, tabled a daring proposal. It was time, she said, for the school, which had begun as a small family initiative in 1922, to take the big step away from racial exclusion to integration. It was time for Limuru Girls School – as it celebrated 40 years as an educational institution that had served to this point an exclusively European student body – to transition into a multiracial institution.

To the school community, this was as momentous as the idea of independence was to many in the country. True, it wouldn’t be the very first time in the colony that students of different races would sit together in a classroom. In 1949, John and Joan Karmali, an interracial couple, had officially pioneered the first “non-racial” classes in the colony. With no other premises available, these had been held in the official residence of the Indian High Commissioner and in their own home. Later, as interest caught on amongst a tiny community of willing parents, the then Governor Phillip Mitchell facilitated the acquisition of the premises bequeathing it the name that it would become known by: Hospital Hill School. Thus began the first “brave, successful and doomed” experiment in instiling colour blindness in Kenya through racially integrated schooling – also noteworthy in that it was the first primary school in Nairobi to offer access to African pupils.

Up until that time, the assumption had been that African children were absent in the city. That the school had survived its first rocky decade despite the heightened political tensions of the fifties and the general disapproval of many in the settler elite, was possibly a source of inspiration to those at Limuru Girls School enthusiastic about the idea. Possibly, they were also aware of another initiative in the pipeline at the time: to set up a similar experiment in the form of an all-boys Sixth Form college – what ultimately became Strathmore. If this was the case, they must also have been very conscious that for their own school community, there were very important differences. Unlike Hospital Hill or the proposed Strathmore, the benefit of a committed and supportive school community united in the express vision of racial integration was not guaranteed. Then, there was also the fact that these other institutions were day schools, meaning that the children attending them would be living at home, making it possible for the parents to be constantly involved, on a day-to-day basis, in closely monitoring and offering daily support to guarantee their well-being. This would not be possible in a residential school. And finally, the student populations of both the Hospital Hill School and Strathmore College were racially integrated from the get-go, while in the case of Limuru Girls School, this would mean bringing in the bare minimum number of non-White students into one class on an experimental basis. It would not be exaggerating to consider those students as guinea pigs whose survival was a matter of optimistic conjecture, rather than as privileged winners of an educational jackpot.

It is safe to assume that support for the proposal was not unanimous and one can only imagine how vehement the reactions to the proposal must have been. Still, the advocates for the idea would not be deterred. The school was a Christian school, they pointed out. Would it not be the Christian thing to do? Finally, however, the decision was taken: two students only – one African, one Asian – would be given the opportunity for two years to prove the intellectual and social worth of their respective races to the school community.

Story, story?

Story come!

Facts as foundation…

And so it was that in early 1961, Limuru Girls School embarked on its great experiment. Two pioneer students were invited to join the incoming Higher Certificate level class. The African student selected, Madeleine Mĩcere Gĩthae, had just excelled in her School Certificate examinations after four happy years at the African (later Alliance) Girls High School, where she had also been a popular head girl and active participant in a range of “extra” curricula activities. That school was also looking forward to a historic new class, 1961 being the seminal year when it would offer its pioneer Higher Certificate class. Either way, Madeleine Gĩthae, should she return to her former school or move on to this new opportunity, was set to be an educational pioneer in Kenya. The choice to join Kirpal Singh as the other pioneer non-European student in an entire school meant she would take the harder, lonelier path to engraving her name in the annals of the country.

Two students only – one African, one Asian – would be given the opportunity for two years to prove the intellectual and social worth of their respective races to the school community.

One could simply skip through the next couple of years by saying that the rest is history. The record does show that Madeleine Gĩthae did indeed go on to not only survive, but also to excel during her time at Limuru, passing every test set for her both in and out of the classroom. In her studies, she made nonsense of the notion of the alleged intellectual inferiority of the African, on the sports field she earned the grudging admiration of her peers by earning glory for the school. Throughout the six long terms that she was a student at the school, she gave those searching for reasons to bolster the case for continuing racial segregation in Kenyan schools nothing to point triumphantly to. By the time she left in 1962, she had flung wide open the doors of schools such as this one for the myriads of girls – and boys – of all races and classes who would come after her. She also graduated at the top of her class, earning a coveted scholarship to the University of Oxford. She turned this down – preferring instead to go to the University of East Africa at Makerere where … but that is a story for another time.

Story, story?

Story come!

Facts as foundation,

Spice creatively…

In some ways, this is the end of the story of those two years at Limuru Girls School… but in other ways, this is just the frame. To fill it out, I invite you to switch places with me as you become the storyteller and take the lead in a journey of imagination. Step back into that place, that time, step, for a moment, into the school shoes of a teenager facing the challenge of having such enormous responsibility placed on your shoulders. Ta imagini – to echo her older self – what it must have been like to leave home, a place where you were loved and cherished and affirmed, to go to boarding school for several weeks at a time. Ta imagini looking around you, once your parents had left, not at girls whose smiling faces promised the possibility of making new friends to set off with on an exciting adventure, but rather facing up to settling into this new environment, where the majority saw you as a lesser being, and deeply resented your presence. Ta imagini having to be in this lonely space for weeks on end with no respite; with even the handful of fellow students who might be a little sympathetic to your plight, careful not to cross the invisible boundaries of becoming too closely associated with you. Yes, ta imagini the direct personal experience of being on the frontline of the ugly racism that was at the core of the colonial education system.

And sure, one might argue, the success or failure of one schoolgirl would definitely not have been the end of the world. Kenya would have continued its inexorable march towards independence. Sooner rather than later, African and Asian students would have been welcomed at this school and many others as, indeed, racial exclusion died a timely death in Kenya – at least officially. But just for a moment, think about what it meant for this child facing the unknown to take a deep breath as the realisation set in of how utterly on her own she would be in the weeks to come, and most especially when immersed in the crowd of girls amongst whom she would never truly belong.

Yes, ta imagini the direct personal experience of being on the frontline of the  ugly racism that was at the core of the colonial education system.

Limuru Girls School has a simple motto: In Fide Vade – in Faith We Go. I think of it as a reminder that schools are spaces that do more than prepare students for exams; they are important agents of socialisation, facilitating the future into being by nurturing the children that will live as adults in it. As I reflect on these two critical years of Mĩcere Gĩthae Mũgo’s childhood, in relation to the person she became, I find myself wondering what influence they might have had on her. In the discourse that pervades Kenya at the present time, as we tussle with the logistics of engineering the school structure and debate and discuss the ins and outs of the new curricula, I ask myself what exactly it is that we envision these critical spaces to be for and how far we have travelled from the challenges that six decades ago those in charge of the system were grappling with. What kind of impact will these critical years of their lives have on the students who are passing through our school institutions today?

With the benefit of hindsight, I wonder if it was during these years at Limuru Girls School that Mĩcere Gĩthae Mũgo developed a lifelong passion for “creating liberated zones” in educational institutions. If it was here that, having experienced the lifeline of companionship through the books that she clung to during the loneliest of times written by artists such as James Baldwin (whom she would later meet and become close friends with), that she determined that art could not be relegated to the margins of society. Was it here that she first deepened her appreciation of Orature not simply as part of the everyday experience of life that she had experienced it to be since she was a child, but also as a necessary weapon in the struggle for liberation and the attainment of the vision of a holistic and healed society? Was it in this space, during these years threaded through with the implicit questioning of her own humanity and her right to be treated as equal to her peers, that she commenced her “tireless pursuit of utu” as lifelong praxis? Was it in this period that she consciously embraced the responsibility of being “the first” – and this could be counted as the seminal of the many other “firsts” in her life – not as exclusive privilege to flaunt, or guarantor of special benefits and recognition, but as the opportunity to burst open spaces of exclusion to create access for others? Perhaps. Whether consciousness of all – or any – of these crystallised during this period, or whether these experiences formed into coherent praxis during the decades to follow, with the benefit of hindsight, these years settle into a metaphor for the legacy she challenges us to reflect on.

What kind of impact will these critical years of their lives have on the students who are passing through our school institutions today?

How tempting to bring this rumination to a close as a triumphant account of victory over all odds! In a way, this would be true to the facts and the spirit of this sharing, and yet … a lingering thought: If indeed the Limuru Girls School of 1961–1962 played a role in influencing Mĩcere Gĩthae Mũgo to become what so many today are testifying to as worthy of emulation, it wasn’t because the school set out to achieve that, but rather in spite of the many obstacles she encountered that might have resulted in a very different ending. With that in mind, how can this story end without sparing a thought for the many other children broken or deeply wounded from being on the frontline of different sites of the liberation struggle, in spaces and circumstances that have shaped the terrain we have inherited today? And for every one that has emerged scarred but victorious in their battle, how many more have been martyred? Would it be too much to ask that we honour the memory of each one of them, even as we remember the contributions of Mĩcere Gĩthae Mũgo, with unwavering commitment to creating liberated zones in our educational institutions, in whatever way “aluta continua” rings true in our lives?

And so the story ends, the story passes on,

This story weaves in, this story weaves out:

Story, story

Facts as foundation

Spice creatively 

Mix and marinate!

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