Designing Diaspora Education: What I Learned Running a Pan-African Exchange Program

After two years of designing and hosting the African Summer for Academic Development Program, I have learned that the most powerful education happens when we create pathways for the African diaspora to reconnect with the continent through scholarship, community, and lived experience. Additionally, the program has shown me the most profound forms of learning happen when education is anchored in place, people, and purpose. Each year, as scholars travel to Johannesburg, I am reminded that the African continent remains one of the most transformative classrooms for those who are willing to engage with it fully. This work is not only about academic exchange. It is about creating opportunities for Black scholars to rediscover a sense of connection, belonging, and intellectual possibility shaped by the history and realities of Africa. The experience continues to confirm that when members of the diaspora return with open minds and open hearts, new pathways of understanding emerge that enrich both their professional lives and their personal journeys.

Background of the Program

The African Summer for Academic Development Program was established as a partnership between the African Center for the Study of the United States through the Diaspora Project, the National Association of Black Social Workers, and the Wits University School of Social Work. The inaugural program in 2024 brought twenty students from Historically Black Colleges and Universities to Johannesburg, South Africa for a two week academic and cultural immersion. The core mission was to support academic development by exposing students to a different perspective on social work practice, one shaped by the historical, political, and cultural realities of South Africa. This approach encouraged students to consider how South African models of care, community organizing, and social intervention could inform and eventually strengthen the work they will do in their own communities.

The teaching philosophy of the program was grounded in principles of decolonizing knowledge, community centered learning, and interdisciplinary engagement. Students interacted not only with university faculty but also with community leaders, NGOs, and practitioners. Program surveys indicated that the experience was highly impactful. Many participants reported that the exposure to South African social work broadened their understanding of global Black experiences and deepened their commitment to culturally grounded practice.

Following the success of the inaugural year, we reflected on the program’s outcomes and identified an opportunity for growth in 2025. The lessons learned from working with students helped us recognize the value of adapting the model for social work professors and practitioners. These professionals bring extensive knowledge and practical experience, and their participation allowed the program to expand its scholarly depth while maintaining its original purpose of fostering diaspora engagement through education and community immersion.

Pivot to Social Work Professors and Practitioners

As we evaluated the impact of the inaugural program, we recognized that Black social work professors and professionals were the ideal next audience to engage. Their positions within classrooms, agencies, and communities give them the ability to implement lessons from the program immediately. Professors have the capacity to influence generations of students by incorporating their experiences into lectures, assignments, and advising. They can become ambassadors for international engagement, expanding the reach of the program far beyond their own participation.

Social work practitioners also stand to benefit in significant ways. The program gives them a chance to fill in gaps within their own practice by learning new approaches to client care, community engagement, justice work, and system-level change. The South African context offers models of resilience, innovation, and community driven intervention that can strengthen their impact when they return home.

Senior level participants bring a unique combination of expertise, lived experience, and professional comparison frameworks. They arrive with deep knowledge of social work theory and practice, which allows them to analyze South African approaches through a critical and appreciative lens. Their presence enriches both the discussions and the overall program environment. By engaging scholars who are already grounded in practice, research, and pedagogy, the program gained significant depth and broadened its influence in the field of social work.

Challenges, Adaptations, and Community Integration

One of the most persistent challenges in designing the African Summer for Academic Development Program has been the reality of funding a program without large institutional backing. This meant that participants were responsible for covering their own costs. Although we intentionally designed the program to reduce cost prohibitive expenses, out of pocket requirements still limited the number of people who could attend. To begin addressing this barrier, we are restructuring the 2026 program so that it is advertised eleven months in advance. This will allow participants to plan ahead and take advantage of flexible payment options, making the program more accessible.

Another major shift came in the form of accommodations. In 2024, students stayed in university housing. In 2025, we intentionally moved the program to community based apartments. This choice increased expenses but offered a level of cultural immersion that campus housing could not provide. Participants lived in neighborhoods alongside South Africans, visited local markets, walked to nearby restaurants, and experienced Johannesburg as residents rather than tourists. The apartment model offered greater autonomy, more comfort, and a deeper sense of belonging. It also aligned with our commitment to support local communities by directing program spending toward small businesses and local service providers.

A core design principle of the program is capturing what we call “the spectrum of Johannesburg.” Participants visited Soweto, Alexandra, and Tembisa, and also spent time in Sandton, Rosebank, and Melrose. These township to suburb contrasts reveal both the structural inequalities rooted in South Africa’s history and the remarkable innovation and resilience that define its present. Moving through these diverse spaces helped participants understand the complexities of the city and the lived realities of the people they serve.

Logistically, the program required careful coordination. Transportation, meals, scheduling, and partnerships with NGOs had to be managed with precision. Yet these challenges were part of the learning experience. They pushed us to design a program that is grounded, relational, and truly community oriented. By choosing to spend more time and resources in communities, we strengthened partnerships with local organizations and reinforced the program’s commitment to supporting Black owned businesses and community based institutions. This approach not only enhanced the participant experience but also ensured that the program contributed directly to the local economy and to the communities that welcomed us.

Organizational Partnerships and Community Connections

When shaping the 2025 program, I focused on building partnerships with two distinct types of organizations. The first were agencies that provide direct services to vulnerable populations. These included organizations engaged in gender based violence work, community health initiatives, child welfare, and grassroots support networks. Meeting these groups allowed participants to witness the daily realities of South African social work, including the resourcefulness, advocacy, and creativity required to support communities facing complex social challenges. These engagements grounded the program in lived experience and offered practical insights that participants could take back to their own professional environments.

The second type of organization we sought were those leading major research and policy projects. Institutions like the Aurum Institute and similar research focused organizations exposed participants to large scale public health strategies, evidence based interventions, and systems level thinking. This balance between frontline practice and high level research allowed participants to see how ideas move from community needs to research frameworks, and eventually to policy and implementation. It provided a fuller picture of how South Africa responds to social issues across multiple layers of society.

Another deliberate component of the program was connecting participants with members of the African American community living in Johannesburg. These gatherings served as powerful moments of reflection and affirmation. African American expats shared personal stories about relocating to South Africa, raising families, building careers, and finding a sense of cultural and emotional belonging. Their experiences helped bridge the distance between the United States and South Africa and reminded participants that the diaspora is alive, dynamic, and interconnected.

These conversations also deepened the program’s impact. Participants saw examples of people who had successfully reimagined their lives on the continent, which expanded their understanding of home, identity, and global Black possibility. The presence of African American expats created an immediate sense of community and made Johannesburg feel more familiar and accessible. By the end of the program, many participants expressed a stronger connection to both the continent and the diaspora as a whole.

These combined engagements with direct service agencies, research institutions, and the African American community provided a layered and holistic learning experience. They reinforced the core mission of the program, which is to build bridges, nurture relationships, and create meaningful opportunities for cross continental professional and cultural exchange.

Leadership Lessons

Leading the African Summer for Academic Development Program has revealed important lessons about what it means to guide a cross continental educational experience. The most significant lesson has been the importance of flexibility. Even with months of planning, an international program requires constant adaptation. Schedules shift, organizations face unexpected challenges, and participants arrive with diverse needs and expectations. Effective leadership means listening closely, adjusting quickly, and maintaining a sense of calm and purpose even when circumstances change.

Another lesson is the value of relational leadership. This program is built on trust, respect, and shared commitment. Building relationships with South African NGOs, community leaders, university faculty, and the African American expat community takes time and consistency. These partners open their doors and share their work with us, and it is essential to approach these relationships with humility and appreciation. Leadership in this context is not about directing others but about facilitating meaningful connections and ensuring that every interaction reflects the values of the program.

I also learned that participants look to leadership not only for structure but for emotional grounding. The program exposes people to histories of trauma, systems of inequality, and powerful stories of resilience. For many, the experience is both inspiring and overwhelming. Creating space for reflection, dialogue, and support is just as important as creating an academic itinerary. Leadership requires attentiveness to the emotional landscape of the group and the courage to hold space for difficult conversations.

Finally, this program reaffirmed that leadership is a form of stewardship. My role is to guide participants through a journey, protect the integrity of the program, and cultivate an environment where learning is deep, honest, and transformative. The lessons I have learned in Johannesburg will continue to shape how I build future cohorts and how I support the growing community of scholars connected through this project.

Vision for the Future

As the African Summer for Academic Development Program moves into its third year, the vision for what it can become is expanding. One of the most significant goals is to support the development of a National Association of Black Social Workers chapter in South Africa. Establishing a NABSW presence on the continent would create lasting professional networks, foster knowledge exchange, and strengthen diaspora centered social work on both sides of the Atlantic.

Another aim is to create two annual cohorts. One would continue to serve HBCU students, offering them an early and formative engagement with global social work practice. The second would bring together social work professors and practitioners, allowing mid and senior level professionals to deepen their expertise while contributing their insights to the program. Expanding to two cohorts will not only increase participation but also support different stages of professional development within the diaspora.

We also envision increasing the total number of participants to fifty each year. A larger program will allow broader impact and create a stronger community of scholars, practitioners, and students who remain connected long after the program ends. Strengthening partnerships with South African NGOs is another key priority. Many organizations expressed interest in long term collaboration with U.S.-based agencies, and we hope to facilitate these connections by aligning program partnerships with stateside social work chapters, universities, and community agencies.

Reciprocal exchange will be central to the future of the program. We aim to bring South African social work faculty to the United States for guest lectures, classroom visits, and collaborative learning experiences. Joint research projects, co authored publications, conference presentations, and shared curriculum development are all part of the long term vision. The goal is to build a sustained, multidirectional relationship that benefits both continents and advances the field of social work in meaningful ways.

Conclusion

The African Summer for Academic Development Program continues to grow because its purpose extends far beyond international travel. It offers a space for Black scholars and practitioners to reconnect with the African continent, learn from its communities, and contribute to a shared global vision of justice, healing, and social transformation. Each year reveals new possibilities and deepens the commitment to building bridges across the diaspora.

What began as a single cohort of HBCU students has evolved into a powerful platform for professional development, cultural exchange, and intellectual collaboration. The program affirms that when members of the diaspora engage Africa with openness and respect, the result is both educational and transformative. The work ahead is ambitious, yet it is grounded in the belief that united communities can create profound change.

As the program enters its next chapter, the guiding principle remains clear. When we bring people together through education, culture, and shared purpose, we strengthen not only our individual practices but also our collective future. The African Summer for Academic Development Program stands as a testament to that belief, and its impact will continue to expand as we welcome new participants, deepen partnerships, and build a global community rooted in connection, dignity, and possibility.