by Gerrit Bester
Dr Herman Botes, Head of the Department of Visual Communication at the Tshwane University of Technology’s Faculty of Arts and Design, gave an insightful presentation on Signature Pedagogies and Curriculum Development: Cultivating Critical Citizenship and Decolonial Practices at the Faculty's Learning and Teaching Conversations event on 19 May. This monthly gathering aims to foster ongoing academic dialogue, exploring new approaches to learning and teaching, as highlighted in Dr Botes' talk.
Drawing from his extensive research on critical citizenship and decolonisation, Dr Botes structured his exploration around key pedagogical approaches, including Studio Pedagogy, Project and Brief Pedagogy, Materiality Pedagogy, Dialogue Pedagogy, Critique Pedagogy and Research Pedagogy.
STUDIO PEDAGOGY
Dr Botes emphasised that students should be encouraged to bring their full selves – their stories, backgrounds and languages – into their work.
“Educators need to guide that journey, helping students connect their personal worlds with broader creative practices. A healthy studio culture rests on mutual respect, openness to diverse knowledge and space for critical reflection on inherited norms. When this happens, the studio becomes a transformative space that challenges colonial legacies and fosters meaningful, culturally grounded learning,” he stated.
PROJECT AND BRIEF PEDAGOGY
Dr Botes added that the best projects do more than teach technical skills – they challenge students, spark creativity and leave a lasting impact beyond graduation. “We need to rethink how briefs are written. They should incorporate references to students' contexts and create space for African storytelling, oral traditions and indigenous knowledge. This way, students aren’t just replicating global trends – they’re contributing their own voices,” he emphasised.
MATERIALITY PEDAGOGY
“At its core, education is a conversation. In design, this conversation often centres on ideas, drafts and artefacts,” Dr Botes noted.
“But it’s not just about critique – it’s about creating a safe space where students feel comfortable to speak, listen and be heard. Too often, critiques focus on what’s wrong rather than what’s possible. Dialogue should bridge students’ personal identities with academic expectations. True learning occurs in those honest exchanges – where knowledge is shared, not imposed.”
CRIT PEDAGOGY
“The critique (crit) is one of the most iconic – and controversial – aspects of design education,” Dr Botes said. “Ideally, it’s a space for students to present their work, reflect on feedback and refine their ideas. But often, it becomes a performance – stressful and dominated by unchecked power dynamics. We need to reimagine the crit as a more inclusive practice that values diverse perspectives and modes of expression. This could mean allowing students to use their home languages or exploring alternative reflection formats.”
He also emphasised the importance of educator training. “Many are skilled practitioners but haven’t been taught how to teach. To make crits meaningful, we must equip staff with the tools and time to guide, not just judge.”
RESEARCH PEDAGOGY
Dr Botes explained that, although research is central to design thinking, it’s often misunderstood. “Without proper guidance, students feel lost – they don’t know where to start or how to connect research to their creativity.”
He suggested viewing design research as storytelling but acknowledged that resources, training and time are often lacking. “To truly reflect the richness of design research in students’ work and lives, we need systems that value and support this vital aspect of design education.”
In conclusion, the current state of higher education, especially within art and design, demands a critical re-examination of our signature pedagogies, said Dr Botes.
“The University faces profound challenges – bureaucracy, commodification and transactional instruction – that threaten to diminish its role as a vibrant space for creativity and critical reflection. The shift towards standardised, market-driven models has hampered the potential for genuine exploration and human engagement, especially in fields rooted in innovation and personal expression.”
During the discussion, it was proposed that lecturers need to better understand students’ perspectives to teach them effectively – there’s a need to put more effort into gathering students' personal stories and experiences.
Furthermore, the usefulness of peer assessment was discussed, along with possibilities of reconceptualising assessment as a whole.
Dr Herman Botes, Head of the Department of Visual Communication, speaking at the Faculty of Arts and Design’s Learning and Teaching Conversations.