Windows and Mirrors: Reflections from South Africa

In June, 18 Upper School students and three dedicated educators—Kara Kutner, Director of the Center for Peace, Equity and Justice; Kirsti Peters, Director of Diversity, Equity & Belonging; and history teacher Stephon Richardson—embarked on a powerful journey across South Africa. Designed in partnership with EDU Africa, this immersive program invited students to explore the intersections of identity, resistance, reconciliation, and shared humanity in one of the world’s most culturally and historically complex nations.

Rooted in the School’s Global Education mission, the experience empowered students to lead lives of meaning and impact by engaging deeply with diverse perspectives and global challenges. Through personal reflection, historical inquiry, and joyful cultural exchange, students nurtured a culture of curiosity, empathy, and courageous action—hallmarks of Friends’ commitment to shaping globally conscious citizens.

The group’s time in Cape Town began in rhythm. At Gugu S’Thebe, students joined local musicians in drumming and singing, learning how music in South Africa—like in the United States—has long served as a tool of protest, unity, and cultural identity. A cable car ride up Table Mountain offered sweeping views of the city’s beauty, while an afternoon market visit introduced students to local artisans—and to their own budding negotiation skills. Throughout the day, their guide Ludgar offered historical and political context, helping students make early connections between South Africa’s past and the ongoing work of justice.

The following day brought the group to Soil for Life, a thriving garden and community hub where University of Cape Town-based artist and researcher Dr. Marlon Swai introduced the concept of Tidalectics—a framework for understanding identity and resistance as fluid and ever-changing. With the help of hip hop artist Jitsvinger, students used music and language to explore and express their own relationships to power, place, and heritage. That afternoon, in the vibrant Bo-Kaap neighborhood, students engaged in a Cape Malay cooking lesson with Shamala, preparing an aromatic meal together while learning about the resilience and agency behind one of Cape Town’s most iconic communities.

Day three offered some of the most emotionally resonant moments of the trip. At Robben Island, students walked the halls that once imprisoned Nelson Mandela and many other anti-apartheid activists. Their guide—a former political prisoner—shared his own story, offering a powerful lesson in resilience and the enduring fight for freedom. At the District Six Museum, their guides illuminated the devastating legacy of forced removals under apartheid, sharing personal stories that grounded the broader narrative in lived experience. A conversation with artist, educator, and former Robben Island prisoner Dr. Lionel Davis challenged students to consider the parallels between South African and American histories of oppression—and how young people can play a role in building a more just world. The day ended on a celebratory note at Marco’s African Place, where traditional music and dancing provided joyful release.

On their final day in Cape Town, students visited Africa House, EDU Africa’s learning center just outside the city. There, they reflected on intercultural competence and explored aspects of their own identity in small groups, deepening their understanding of how culture shapes perception and connection. The day also included memorable visits to the Boulder Penguin Colony and Cape Point, ending with a relaxed group dinner and preparations for the next leg of the journey.

The next morning brought an early departure and a warm welcome in Johannesburg, where students visited Lesedi Cultural Village to explore pre-colonial traditions and community structures across five South African ethnic groups. Through music, storytelling, and immersive spaces, students were introduced to the deep cultural richness that exists beyond the narrative of apartheid.

Later that day, the group arrived at Ritsako’s Game Lodge. After a hearty dinner, students rested up for the next day’s early morning safari. From giraffes and wildebeests to rhinos and elephants, the group experienced the majesty of South Africa’s wildlife up close, surrounded by golden morning light and sweeping savanna. The day closed with a sunset game drive, a bonfire and braai, and a student-led talent show—moments that deepened their bond as a group.

Back in Johannesburg, the group spent an emotionally challenging but inspiring day at the Apartheid Museum. Through interactive exhibits and expert guidance, students traced the origins, evolution, and fall of apartheid—encountering stories of resistance, brutality, courage, and hope. Many drew direct lines to contemporary activism, grappling with questions of progress, accountability, and what it means to inherit a legacy of struggle. That evening, the group held space for processing—journaling, dining together, and reflecting aloud.

On their final full day, the group traveled to Soweto for South Africa’s Youth Day—a national holiday commemorating the student uprisings of 1976. Led by the generous and deeply knowledgeable Mamthandi, students toured the Hector Pieterson Museum, where they shared space with local students and honored the bravery of children who fought back against an unjust education system. At the Mandela House, they walked through the rooms once occupied by the man who would become South Africa’s first Black president and a global icon of reconciliation.

A walking tour through Kliptown highlighted ongoing social and economic challenges—and the strength of grassroots community. The day culminated in a powerful and joyful shared meal in Pimville, where a local family welcomed the group into their home, offered each student an African name, and engaged in an honest and lively cultural exchange. They ended the night singing and dancing, a meaningful close to an unforgettable journey.

From music and memory to wildlife and witness, the South Africa program invited students to move beyond observation into relationships. It was a journey of contrasts: beauty and injustice, joy and heartbreak, action and reflection. Above all, it was a living classroom—one that called students to think deeply, listen intently, and lead with empathy.

They returned not only with stories to tell, but with a new sense of responsibility to the world—and to each other.