Arts & Social Science
Welcome to Stellenbosch University

Teaching and Learning in the Faculty of Arts and Social Sciences



We congratulate Dr Elbie Adendorff (Department of Afrikaans & Dutch) on receiving a 2017 SU Teaching Excellence Award.

The Faculty's Teaching and Learning Hub aims to provide teaching staff members with the  advice  and support to develop and enhance their teaching practice. The Hub's activities, including this online resource,  should allow you to further explore 'good teaching' and the innovative pedagogical tools available to you. 

Our aim is to provide support for the facilitation of problem-based learning through student-centred teaching practices. A reflective teaching practice requires the sharing of teaching lessons learnt within and across academic departments.  This web page is continually updated with case studies, useful resources and news articles, which we hope will help you build on on your teaching successes.

On this page you can further have a look at what the Hub offers in terms of upcoming teaching and learning events, opportunities for professional development, useful resources, blended learning guidelines, and (most importantly) hands-on lecturer support for the design and implementation of innovative learning activities.

Quote of the Week:

In the current impasse between universities and students, scholars can play a critical role in defining the wishes and hopes of society and helping to establish the parameters of what is possible. Scholars too, often have agency in exacting the necessary change needed in society.​ (p. 135)
Dodd, N. and Van der Merwe, J. 2017. Over the rainbow: the role of academics in a ‘posthope’ South Africa. Int. J. Education Economics and Development, 8(2/3): 133-143.

More about the above article​:
The proponents of decolonisation in South Africa’s higher education system have tended to overlook the usefulness of critical pragmatism as a guiding paradigm. This article explores the merits of critical pragmatism as a suitable research orientation to resolve the current impasse in South Africa’s higher education system. While the arguments for decolonising curricula and academic spaces are valid and credible, promoting decolonisation in a blindly ideological manner, without a sound basis, could be impractical. This article argues that the adoption of critical pragmatism would allow for the achievement of a home-grown, credible research paradigm which encourages researchers to apply a context-specific orientation within developing environments. The article tentatively proposes that blending critical theory with pragmatism would support transformation and development while still maintaining scientific rigour.

Who we are

Dr Karin Cattell

Senior Advisor, Centre for Teaching and Learning​


Tel: 021 808 3074

Dr Faiq Waghid

Blended Learning Advisor, Centre for Learning Technologies


Tel: 021 808 3309

Prof. Pieter Fourie

Vice-Dean: Social Sciences / Learning and Teaching, Faculty of Arts and Social Sciences


Tel: 021 808 2119