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Papers by Samantha Kriger

African Journal of Disability, Nov 13, 2023

Globally, transition-specific policies and programmes aim for positive outcomes, where there is a... more Globally, transition-specific policies and programmes aim for positive outcomes, where there is a meeting of scholar goals and post-school successes (Mazzotti et al. 2021). Career guidance is part of a lifelong journey and a process for the specific deliverance of 'support in relation to development, choice and placement in educational options and occupations or work roles' (Van Esbroek 2019:36). Career guidance forms an integral part of the socio-emotional development of youth with disabilities Background: Globally, there is a disparity that exists between equal employment opportunities for people with disabilities post-schooling. While South Africa has aimed at the inclusion of people with disabilities, there has not been sufficient evidence of a successful transition from school to work environments. Objectives: This study documents the experiences and barriers that influence the preparation of high school students with disabilities for post-secondary education and work opportunities. Method: A qualitative research methodology employing multiple case study design was used where semi-structured in-depth interviews were conducted with youth between the ages of 18 years and 36 years who were currently employed. The participants were identified through purposeful sampling. Data were analysed by thematic analysis. Results: The findings indicate two overarching themes indicating that the career choices of participants, firstly, were significantly influenced by teacher and guidance counsellor expectations and, secondly, experiences of discouragement where personal agency and autonomy were limited. Conclusion: This study illuminates the need to enhance the decisions around careers for people with disabilities which should debunk the expectations of society. Contribution: This study will make teachers, mentors and counsellors more aware of their contribution, influence and support to youth with disabilities as they transition into the workplace.

Mentoring & Tutoring: Partnership in Learning, Dec 1, 2023

Harvard Educational Review

In this essay, Jonathan D. Jansen and Samantha Kriger make visible the inner lives of the first B... more In this essay, Jonathan D. Jansen and Samantha Kriger make visible the inner lives of the first Black principals in white-majority schools in South Africa. Through in-depth, on-site, narrative interviews with thirteen principals, and using the lens of interiority, they report on the anxieties, insecurity, and uncertainties experienced by these pioneers in the after math of apartheid, as well as their aspirations, commitments, and determination to transform predominately white institutions. Respondents spoke openly and candidly about their vulnerability as Black leaders in white schools, discussing the toll of school-based racism and resentment on their emotional lives, explaining the struggle between advancing and yet holding back change to avoid alienating white parents and teachers, and revealing how the racialized contexts in which they work awakened a reassessment of their own identities and of those they lead.

A main road snakes from the City Bowl in the north to Fish Hoek in the south, along which corrido... more A main road snakes from the City Bowl in the north to Fish Hoek in the south, along which corridor sit some of the most prestigious academic schools on the continent, in sight of Africa’s leading tertiary institution, the University of Cape Town. This is a study of patterns of racial segregation in the elite primary schools of one of the ‘whitest’ and wealthiest areas of South Africa, the southern suburbs of Cape Town. What keeps these elite schools ‘white dominant’ in a province and country that is overwhelmingly black? How do schools administer their admissions policies such that the outcome is white-majority enrolments? Why does a post-apartheid government allow ‘white dominant’ schools to exist? This is the first available study on the micro-politics of primary school admissions that addresses the question ‘Who gets in, and why?’ against the backdrop of South Africa’s transition from apartheid to democracy. For this reason, among others, the book holds significance for internati...

PLOS ONE

This article shows how the meaning of home and ‘working from home’ were fundamentally transformed... more This article shows how the meaning of home and ‘working from home’ were fundamentally transformed by the pandemic-enforced lockdown for women academics. Drawing on the experiences of more than 2,000 women academics, we show how the enduring concept of home as a place of refuge from the outside world was replaced with a new and still unsettled notion of home as a gendered space that is a congested, competitive, and constrained setting for women’s academic work. In this emerging new place for living and working, home becomes a space that is claimed, conceded, and constantly negotiated between women academics and their partners as well as the children and other occupants under the same roof. Now, as before, home remains a deeply unequal place for women’s work, with dire consequences for academic careers. It is therefore incumbent upon women academics and higher education institutions to develop a deep understanding of the social meanings of home for academics, and the implications for ...

Perspectives in Education

Since 2020, there has been a flurry of research on the impact of Covid-19 on families, and some r... more Since 2020, there has been a flurry of research on the impact of Covid-19 on families, and some research on the effects of the pandemic on academic parents. However, little is known about how the pandemic reshaped academic women's family lives and how this influenced their teaching, research, and inner selves. This innovative study of South African university-based female academics from 2020 to 2021 investigates how Covid restructured family lives in relation to children, partners, elderly parents, and outside support (domestic workers, gardeners, etc.), and what this meant for their academic work. A complexity paradigm is used as the framework, and it provides a relevant approach by recognising that elements interacting in a system result in emergent outcomes that are more complex than can be predicted at the outset. This paper will show that the pandemic-enforced lockdown exposed vulnerability threats to the Education for Sustainable development (ESD) both in terms of the direct education goals (such as lifelong learning opportunities and discrimination in education) as well as the cross-over goals from other sectors (such as health and wellbeing, gender equality, and decent work and sustainable growth).

Scholarship of Teaching and Learning in the South

Against the backdrop of an increase in research on the effects of COVID-19, this article uses the... more Against the backdrop of an increase in research on the effects of COVID-19, this article uses the analysis of survey data of female academics from the 26 higher education institutions in South Africa to identify how female academics with young children coped with academic output during the pandemic-enforced lockdown. A growing body of research documents the influence of children and childcare on the careers of female academics. In this article, we see how female academics who stayed at home during the enforced lockdown period negotiated childcare and home-schooling, and how the lockdown influenced their academic output. An online survey questionnaire was administered, consisting of 12 Likert-scale questions followed by an open-ended section that solicited a narrative account of academic work and home life during the lockdown period. Data on female academics with children under the age of six years was extracted for this study. The quantitative and qualitative data that emerged from ...

Proceedings of the 2021 AERA Annual Meeting

Stellenbosch : Stellenbosch University, Dec 1, 2020

If a child can't learn the way we teach, maybe we should teach the way they learn.

As a music educator actively involved in teaching learners from ages five to seventeen years over... more As a music educator actively involved in teaching learners from ages five to seventeen years over the past nineteen years, the researcher has noted the reading abilities of the learners drop over the years. This could be due to various factors such as large class sizes, changes in curriculum, teacher inadequacy and parents’ lack of involvement due to work commitments. It is for this reason that it is important for the educator to be able to use various methods to help with reading development, especially in the young learner. Growing research has indicated that music activities may be beneficial for other academic studies and in this study the focus will be on the reading development of the Foundation Phase learner. There is a relationship between music skills and reading, and studies have proved that increased learning in one area may increase outcomes in another. This study will evaluate whether the learner involved in various music activities has shown an improvement in reading s...

Women's Studies International Forum

South African Journal of Childhood Education

Background: This article reported on the developmental consequences of music instruction in Found... more Background: This article reported on the developmental consequences of music instruction in Foundation Phase level of South African school context, specifically in relation to learners’ learning and acquisition of early reading abilities. Against the background of the recent upsurge in research interest on the subject of conceptual and skills transfer among primary school learners in South Africa, the article uses contemporary advances in theory to interrogate empirical research on the benefits of music instruction for successful acquisition of reading abilities.Aim: The study aimed to interrogate the question – and resuscitate debate about – how conceptual skills in one subject discipline could transfer to benefit the learning and development of related conceptual skills in a different but related subject discipline.Setting: The setting for the research was a boys-only public primary school located in a middle-class suburb of Cape Town, South Africa.Methods: Document analysis and o...