“A life shaped by learning, tested by struggle, and guided by faith is not defined by ease, but by the courage to continue.”

Introduction

The life of Dr. Mohammad Arif Motawalla unfolds as a deeply human journey—one marked by movement across lands, quiet perseverance through difficulty, and an enduring belief in learning and service. His story is not one of uninterrupted success or effortless recognition. Instead, it is a life shaped slowly, often painfully, by experience, reflection, and faith. What gives his journey meaning is not the absence of obstacles, but the way he continued forward despite them.

Born in East Africa in 1954, Dr. Mohammad Arif Motawalla grew up in an environment where respect for elders, family, and tradition was deeply ingrained. He repeatedly acknowledges the influence of his holy ancestors, great-grandparents, and righteous real parents, whom he credits for instilling values of honesty, discipline, and reverence for knowledge. His childhood in Mombasa, Kenya, and early education at Ziwani Primary School, where he completed his Kenya Primary Education (KPE) in 1967, introduced him to learning as both responsibility and privilege. These formative years shaped his curiosity and his early exposure to history, culture, and community life.

A major transition came in January 1968, when he moved to England, entering a world that was culturally and educationally different from the one he had known. He continued his schooling at Mount Pleasant Comprehensive School and later at Handsworth Grammar School in Birmingham. During these years, he showed dedication to academics and discipline outside the classroom, participating in cross-country running and cricket. He was particularly drawn toward scientific subjects, encouraged by teachers who recognized his interest and potential. Yet, alongside these strengths, language difficulties began to surface—challenges that would follow him into adulthood and significantly shape his academic path.

The period that followed tested his resilience. His attempts at higher education during the 1970s at the University of Wales, and later at Wolverhampton Polytechnic, were marked by repeated setbacks. Dr. Mohammad Arif Motawalla speaks openly about these struggles, describing how language barriers, institutional pressures, and eventual suspension disrupted his formal academic progress. These experiences were discouraging, but they did not extinguish his desire to learn. Instead, they forced him to find other ways forward.

During these difficult years, he supported himself through a wide range of part-time and casual work, including employment in Indian and Chinese restaurants, clerical roles, seasonal work, technical assistance, and other forms of labor. These jobs were not merely sources of income; they became lessons in humility, perseverance, and gratitude. He often recalls the kindness and support he received from working communities during periods when academic life felt uncertain and isolating.

“Every journey begins long before it is understood—shaped quietly by family, place, and the values absorbed in childhood.”

Phase 1: Roots, Childhood, and the First Sense of Belonging (1954–1967)

The earliest phase of Dr. Mohammad Arif Motawalla’s life is defined by origins, memory, and the quiet formation of values that would later guide him through decades of learning, struggle, and service. Born in 1954 in East Africa, his childhood unfolded in a cultural and historical landscape rich with diversity, tradition, and interwoven histories. From the very beginning, his sense of identity was closely tied to his holy ancestors, great-grandparents, and righteous real parents, whom he remembers with deep reverence and gratitude. He consistently speaks of them not only as caregivers, but as moral anchors whose influence shaped his outlook on life.

Growing up in East Africa, Dr. Mohammad Arif Motawalla was surrounded by stories of migration, civilization, and faith. He recalls learning about ancient histories and the movement of peoples across continents—how cultures, religions, and languages traveled through Africa, the Middle East, and Asia. These narratives, introduced during his early schooling, sparked a lifelong curiosity about history, humanity, and coexistence. Africa, in his memory, was not merely a place of birth, but a space where civilizations met and where identity was shaped through interaction rather than isolation.

His parents played a central role in these formative years. He describes them as educated, attentive, and deeply committed to his upbringing. Their guidance emphasized respect for elders, discipline in daily life, and the importance of learning. He often reflects that the care they provided went beyond material needs; it instilled confidence, curiosity, and a sense of responsibility toward knowledge and conduct. Their presence gave him emotional security, while their values laid the groundwork for the perseverance he would later rely on during difficult phases of life.

Education entered his life early and meaningfully. Dr. Mohammad Arif Motawalla attended Ziwani Primary School in Mombasa, Kenya, where he received his foundational schooling. This period marked his first structured engagement with learning. The curriculum included English, Mathematics, and General Studies, subjects that introduced him to structured thinking, communication, and an understanding of the world beyond his immediate surroundings. In 1967, he successfully completed his Kenya Primary Education (KPE), a milestone that symbolized both academic progress and personal growth.

“Leaving one home to build another teaches a child that strength is not found in certainty, but in the willingness to keep moving forward.”

Phase 2 : Crossing Continents and Learning to Belong (1968–Early 1970s)

Phase Two of Dr. Mohammad Arif Motawalla’s life begins with a moment of quiet upheaval. In January 1968, shortly after completing his Kenya Primary Education (KPE), he left East Africa and arrived in England. For a young boy, this journey was not simply a change of place—it was a sudden shift in language, culture, and expectation. The familiarity of Mombasa, Kenya, with its community life and shared rhythms, gave way to an environment that demanded adjustment at every step.

Education resumed at Mount Pleasant Comprehensive School, a newly established school that introduced him to the British education system. The classrooms were different, the teaching style unfamiliar, and the social setting more complex than anything he had experienced before. Yet, Dr. Mohammad Arif Motawalla approached this new phase with seriousness and discipline. He listened carefully, followed instructions, and tried to understand not only the subjects being taught, but also the unspoken rules of school life in England.

During these early years, his commitment to learning remained strong. He showed genuine interest in his studies and adapted steadily to new routines. Scientific subjects, in particular, drew his attention. Science offered structure and logic—qualities that felt reliable in an otherwise uncertain environment. While language sometimes limited his expression, his understanding of concepts and his willingness to work hard were evident to those who taught him.

Outside the classroom, school life offered moments of connection. Dr. Mohammad Arif Motawalla participated in cross-country running and cricket, activities that helped him feel part of the school community. Running appealed to his endurance and discipline, while cricket—familiar across cultures—created a sense of continuity with his earlier life. These activities became small but meaningful spaces where effort mattered more than language, allowing him to build confidence in an unfamiliar setting.

“There are moments in life when effort continues, but progress seems distant— yet it is in those moments that endurance quietly takes root.”

Phase 3 : Years of Struggle, Reflection, and Unbroken Determination (Early 1970s–Early 1980s)

Phase Three of Dr. Mohammad Arif Motawalla’s life stands as one of the most testing periods of his journey. These years were shaped by repeated academic attempts, persistent language barriers, and an unyielding desire to continue learning even when progress remained elusive. It was a phase marked less by visible success and more by quiet persistence—by the decision to keep going when circumstances offered little reassurance.

After completing his studies at Handsworth Grammar School, Dr. Mohammad Arif Motawalla moved forward with a strong interest in science, particularly chemistry. Encouraged by teachers who recognized his analytical ability, he believed that higher education would provide the opportunity to transform discipline and effort into academic achievement. With this belief, he entered the University of Wales during the 1970s, stepping into an environment that demanded high levels of academic and linguistic proficiency.

University life proved far more challenging than anticipated. While he could understand many of the scientific concepts presented in lectures, his ability to express that understanding—especially in written English—became an increasing obstacle. Dr. Mohammad Arif Motawalla later reflected that his English language skills weakened rather than improved during this period, despite sustained effort. Although his grasp of English literature and ideas was relatively strong, formal language usage, particularly in examinations, limited his academic performance.

These difficulties created a painful imbalance between effort and outcome. He attended lectures regularly, studied diligently, and remained committed to his coursework, yet results failed to reflect his dedication. This gap began to affect his confidence, not because he doubted the value of learning, but because the system appeared unable to accommodate his circumstances. The realization that hard work did not always guarantee success was one of the most difficult lessons of this phase.

Note of Thanks

In closing this life narrative, Dr. Mohammad Arif Motawalla expresses gratitude not as a formality, but as a deeply held value that has guided him throughout his journey. His life, shaped by patience, learning, faith, and service, stands as a reminder that no path is ever walked alone. Every step forward has been influenced by people, places, and moments that offered support, challenge, and understanding at different stages of life.

First and foremost, Dr. Mohammad Arif Motawalla offers heartfelt thanks to his parents and holy ancestors, whose values of honesty, perseverance, humility, and respect formed the moral foundation of his life. Their guidance, discipline, and quiet sacrifices continue to shape his thinking and conduct. He acknowledges that whatever steadiness he has achieved is rooted in the principles they lived and passed forward.

He also extends sincere appreciation to all those who stood beside him during years of academic struggle, learning, and renewal. Teachers, mentors, and institutions that offered opportunity rather than judgment—most notably The Open University—played an essential role in restoring confidence and allowing learning to unfold with dignity. The freedom to study, reflect, and persevere without barriers remains a source of lasting gratitude.

Dr. Mohammad Arif Motawalla is deeply thankful to the local mosque community in Wolverhampton, where years of service as a Caretaker, Watchman, and Imam-in-training strengthened his understanding of faith as lived responsibility. The trust, patience, and shared commitment of the community have been constant sources of strength and purpose.

He also acknowledges all those who contributed to recognition and encouragement along the way, including individuals who offered thoughtful recommendations and support. Their belief affirmed not achievement alone, but character, continuity, and service.

Above all, this note of thanks reflects gratitude to the journey itself—with its challenges, delays, and lessons. Dr. Mohammad Arif Motawalla remains mindful that every experience, whether easy or difficult, contributed to understanding life with greater humility, responsibility, and faith.

Thank You
– Dr. Mohammad Arif Motawalla