Digital literacy is globally recognized as being a key determinant of economic, social, and political mobility. However, access to digital tools and opportunities for upskilling are infrequently provided to vulnerable adults from the Global South. Through a social justice lens, this paper uses a critical personal narrative approach to explore how a legacy of colonization, neoliberalism, and globalization shapes inequitable access to digital literacy for adult learners within the Global South, specifically Pakistan. This reflective memo frames the author's experiences as an international adult education scholar-practitioner within and from the Global South and explores the ways that histories of power manifest at the periphery. In doing so, the author explores how southern individuals, scholars, and practitioners are often kept at the periphery of decision-making, sense-making, or sense-giving within the adult education and lifelong learning field. The paper considers the inequity hidden within the provision of many adult education and vocational training programs, particularly as it relates to digital literacy development, through three stages of reflection on themes related to 1) decision-making: colonial occupation versus colonial narratives; 2) sense-making: the economic habitus of service and servitude; and 3) sense-giving: Pakistan's pathways to digital literacy. While most adult education providers focus on reinforcing opportunities offered to learners, equally important to consider is what opportunities are tacitly withheld from learners and the assumptions that undergird those decisions. Finally, the author suggests how adult educators can support the digital liberation of adult learners from historically oppressed communities through a series of interlocking reflection questions. [For the full proceedings, see ED665621.]