The document discusses the author's experience visiting South Africa and purchasing a Springbok rugby jersey. It describes how different aspects of the jersey - the texture, colors, Springbok emblem, and golden trophy - represent important aspects of South African history, culture and struggle. Wearing the jersey reminds the author of the welcoming people, pride and national anthem, apartheid struggle, and educational improvements that symbolize South Africa's journey to overcoming its divided past. The experience changed the author as an educator by inspiring them to teach students about other cultures and histories.

1. The Meanings Behind the Springbok Jersey
After returning from South Africa, I relish my green official
Springbok Rugby jersey I purchased while there. Wearing the
jersey not only reminds me of the great pride for the National
Rugby team of South Africa, it also reminds me of the friendly
people and rich history within the country. To me, the
significance of this memento is more profound than it appears:
every part of the South African jersey reminds me of the people
and their struggle to obtain political, social, and economic
freedom. As I wear it, I will not only remember its story, but how
the story behind me purchasing the jersey changed who I am
as a teacher.
Texture: The comfortable texture of the jersey reminds me of
the most compassionate and welcoming people of South
Africa and their value of Ubuntu. My most striking encounter
with Ubuntucame spontaneously during a tour in a rural
community of the North West Province. Here, two members of
the Mafikeng United Methodist Church approached me and
asked if our group wanted to view their service. I excitedly
responded, “YES! We’d love to, and can we hear you guys
sing?” The two eagerly complied, and escorted our group into
their small wooden church. The members within the church
showed compassion, energy, and true joy as they danced and
sang hymns of praise during worship. Goosebumps went up
and down my body at the sound of their jubilant voices. It was
an unbelievable experience, and I felt the love and
compassion amidst these people as they greeted us with smiles
and hugs. To them, we were all a part of one family.
This first welcoming encounter at the church was not the
last—each group we encountered during the trip showed
similar actions of immediate respect and kindness. Even
through brief encounters with South Africans, customary
greetings sparkedinstantaneous connections. The “South

2. African handshake” caused me to feel as if I were not only
acquaintances, but also friends, with all I met.
I intend on using this handshake with my students upon
entering my classroom to spread these feelings of compassion
and respect. It will help establish a classroom community that
covets positive attitudes and relations. Inevitably, my students
will feel as if they are a part of a loving community of peers, just
as I felt in South Africa.
Colors: The colors of the South African Jersey represent the
deep-rooted pride swelling through every citizen. As I imagine
the streets of South Africa I once walked, I envision citizens
clothed in South African hats, green and yellow soccer jerseys,
and Springbok jerseys. Every image that flashes through my
mind includes smiling faces with bright white teeth dressed in
green and yellow. This visual representation of South African
pride swells outward through their melodious voices. It
becomes not only visual, but also oral and spiritual.My favorite
memory from visiting the FET schools was hearing the students
sing the South African National Anthem. As I marveled at the
beautiful sounds the students produced, I also was struck by the
intent passion behind their singing shown through their facial
movements. Every student knew the words of the song and
sang it with great fervor, some with their eyes closed. This
pervasive spirit from the studentsalso appeared in teachers and
principals. It was unwavering and united the people of South
Africa.
As a teacher, I hope to instill a similar spirit into my own
students, a spirit that embraces individual stories and histories.
After playing the South African video of the students singing, I
will explain the importance of pride in personal and communal
histories. I will explain how it can unite a group to achieve small
feats or great political triumphs, like the people of South Africa.

3. Springbok: The Springbok gazelle on the jersey embodies the
social and political struggle of South Africa. During apartheid,
the blacks detested this emblem of the Springbok on the
jersey—it represented the extreme hatred fromAfrikaners, since
only wealthy white South Africans played rugby. The blacks
refused to support a team of such values, supporters of
apartheid.
I read about this intense hatred of apartheid in the
Apartheid Museum of Johannesburg. Here, I saw how the
politically mandated removal of blacks into townships limited
the social, political, and economic freedoms of many citizens.
With this systemized segregation, blacks were denied basic
fundamental rights to social services like education and
healthcare. The long lasting ramifications from apartheid made
me internalize why such a jersey could be detested by one
segment of society.
After leaving the museum in Johannesburg, I vow to
teach my students the stories found within these walls. I know
that without a mutual respect and understanding for cultures,
such atrocities can occur again. Teaching students about the
fascinating aspects of various peoples will encourage respect
for all people, diminishing any initial fear or stereotype that
might produce sentiments of superiority. It will compel students
to become active global leaders who embrace cooperation
and compassion towards all cultures and traditions.
Golden Trophy: The golden trophy on the left sleeve of the
jersey exemplifies the success story and triumph of South Africa.
After apartheid ended in 1994, South Africa had to overcome
multiple barriers. South Africa’s education system was
fragmented and its people segregated. Black students in
townships had not attended schools. This “Lost Generation” of
uneducated students lacked basic educational training and
could not be active participants in the economy, intensifying
the immense disparity between the rich and the poor.

4. However, after touring the classes of schools from Quintiles
2, 3, and 4, I can see the improvements in this once broken
system—students are motivated, engaged, respectful, and
academically prepared.They clearly see the importance of
their educational training. Inside an economics class outside of
Rustenburg, students internalized the connectionbetween
education and economic development. Each one knew that
increasing human capital could help improve the health of
their impoverished families and overall country. This epiphany
compelled them to listen intently to their instructor and
diligently participate in the classroom discussion.
Moreover, the students were eager to meet with their
white visitors. The excitement they showed the American
teachers proved to me that the fear or mistrust towards whites
that might have once existed has subsided. This golden trophy
stands for the improvements in South Africa’s educational
system and the triumph in overcoming the aftermath of a once
fragmented society.
In the future, I will continue to value education, just as
these students did and the great President Mandela did. He
once stated,
Education is the great engine of personal
development. It is through education that the
daughter of a peasant can become a doctor, that
a son of a mineworker can become the head of the
mine, that a child of farm workers can become the
president of a country.
Indeed, theinstrumentalroleeducation plays on the character
and well being of the next generation will compel me to work
diligently in my own practice. I will strive to never lose my
passion and enthusiasm for teaching, because indeed, it is the
“great engine” of economic and personal development.

5. Clearly, my experiences in South Africa changed who I
am as a person and educator. As I proudly wear the South
African jersey of triumph, I will be motivated to emittheir
admirable traits of warmth, pride, and determination; I will push
my own students to understand and embrace the intricacies of
South Africa’s people and economy with an accepting
perspective. Ultimately, Iwill convince my students to uncover
their own meanings behind the Springbok Jerseythrough
personal journeys to the magnificent country of South Africa.
South Africa will become a place of wonder and awe not just
to me, but also to them.
REVISED PROJECT PROPOSAL
State Texas___________ Name Susanna Pierce
Completion
Project/Presentation Description Date Audience
1 Adventuresome Say Blog/ Entries Written on July 2011 200 friends and family
Implications from the Study Tour Every Three Days members from around the
US, Canada, Japan, Mexico,
Germany, and South Africa
2 The Economic Successes and Hardships of South Fall 2011 Social Studies Department at
Africa the International School of
the Americas
3 From Apartheid to the “Cup” of the African October Multiple teachers within the
World/International Studies Schools Network 2011 or ISSN Network of over 27
Conference February schools
2012
4 How Countries Strive to Reach the Millennium December Students and teachers within
Development Goals 2011 the schools of the US and
(Country Case Study: South Africa) Video Afghanistan
Conference with schools in Afghanistan
5 The Country Survival Presentation/a December My Senior Students, parents
development project on how to address the 2011 and families in the
problems plaguing the countries of Africa, Asia, community, alumni of the
and Latin America school, and lower classmen