In southern Africa, critically high levels of HIV and AIDS have brought about an expectation that all teachers should integrate HIV- and AIDS-related education into their subject areas. Research suggests that such integration can be supported by teacher education that takes account of the vital mediating role that teachers' experiences and perspectives play in HIV- and AIDS-related education. In this essay, we reflect on our experiences of learning and teaching in a graduate course for teachers called "Studying ourselves as scholar-teachers in the age of HIV and AIDS in southern Africa" which took place at a university in South Africa. Kathleen (at that time a novice teacher educator and PhD student) designed and taught the course and Mathabo (at that time a school teacher and Masters student) was one of course participants. Our discussion explores the nature and value of the learning that took place during the course and draws attention to the complexity and challenges involved in bringing self-awareness and self-questioning to educational practice and inquiry.



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