In this paper a cross-disciplinary WAC curricular and pedagogical approach is proposed and the challenges and opportunities presented by an interdisciplinary WAC approach investigated. Conceptual research methods were used and a critical education theoretical perspective pressed into service to navigate the issues. It is shown that generally, traditional academic and organizational orthodoxies do not allow for curricular transformation, hence the need for a supportive institutional culture. The need for a learner-centred higher education landscape is therefore underscored. This would make possible active, collaborative and participative teaching and learning and a supportive organizational superstructure. The learning-centred approach can be enhanced by linking the WAC approach to a learning community and creating an interaction-rich learning environment. A WAC that foregrounds critical pedagogy is recommended, enabling higher education that is anti-oppressive, focused on issues of social justice, democracy, collaborative approaches to power in education and a pedagogy of resistance.