Miss Liezel Blomerus
Academic Facilitator 8/8 AY
FGG 330 A
IB 22


Storer, J., Bezuidenhout, J., Engelbrecht R., Nortje J., Blomerus, L., Juries, I., and Serekoane, M. (2016).  Innovation in the faculty of humanities using technology in the department of Communications Science and the Department of Anthropology. Annual Teaching and Learning Report, University of the Free State.


My main area of research interest is focused of pedagogical interventions in enhancing scholarship related to teaching and learning and, in specific, the offering of academic learning support. Anthropology is the most humanistic discipline of the humanities which naturally lead to arguments and assumptions of it being a-theoretical, which is in fact incorrect. Anthropological theory is very particular guided by inductive research processes which emphasise and cultivate cross-cultural comparisons, a holistic approach to understand and analyse daily living, "emic" and "etic" understanding and analyses of data and “thick descriptions” amongst others. The disciplinary content of Anthropology has been classified as “foreign” and “cold”, and yet it is so relevant and applicable to our everyday lives. It is in its very nature discomforting and upsetting, but it allows us to understand ourselves in relation to the world around us. The discipline cultivate academics and professionals with competencies of critical thinking, problem solving and self-reflexivity amongst others. Anthropology and its development in relation to colonization process are under much scrutiny and critique (as other curricula) which has led to the essence and relevance of the discipline to be questioned. The challenge therefore lies in enhancing the relevance of the discipline, fostering and enhancing academic competencies as well as greater access to content to the so often misunderstood millennial student, while keeping the 21st century required competencies in mind. This challenge is further complicated and moulded within the context of an Access Programme at the South Campus which allow access to students with an AP score between 18-24. Against the above, I am constantly reflecting on the following: With disciplinary content being transformed against decolonial discourse, what am I teaching that is of relevance to our students? Is what I am teaching relevant on a local, national and international level? What academic competencies are important to master within an Access Programme, to allow for prepared transition into main stream programmes? Should we emphasise the mastering of disciplinary content above the development and mastering of critical competencies? Despite academic competencies, what other competencies could be cultivated and fostered through academic learning support? How do I achieve and shift from a teacher centered approach to a student centered approach to teaching and learning? Are the learning outcomes and assessments aligned with student experiences and expectations? Are the learning outcomes explicit in what it requires from students? Are the assessments sustainable and does it cater for both “assessment of” and “assessment for” learning? If a balance between “assessment of” and “assessment for” learning are achieved, what constitute “assessment of” learning? Especially if “assessment of” learning are formulated to be inclusive of different learning styles to enhance access to performance?

Courses Presented

Course involvement: Anti 1514: Introduction to Anthropology (First-year module) and Anth 1524 Anthropology of heritage (First year module)


T: +27 51 401 2240 or humanities@ufs.ac.za

Marizanne Cloete: +27 51 401 2592

Katlego Mabulana: +27 51 401 2495
Juanita Hlongwane: +27 51 401 3269

Humanities photo next to contact block

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