'We don't openly discuss these things': Cultural complexities in teaching about sexuality and HIV in South Africa.

It is well documented that rates of HIV infection in South Africa are alarmingly high, with approximately 7.5 million people living with HIV in 2021. This study aimed to explore how culture in the form of the values, practices, norms and beliefs prevalent in society influences teaching about sexuality and HIV in South Africa. The study adopted a qualitative, narrative approach and drew on findings from a purposive sample of six further education and training life orientation teachers from six schools in the province of KwaZulu-Natal, South Africa. Data were analysed using thematic analysis and cultural diamond principles. Socio-cultural complexities were found to shape discussion of sexuality and HIV. Five key themes were developed from an analysis of participants' responses: school guidelines, culture of silence, personal experiences, cultural taboos, and language as a barrier. Findings signal the value of an integrated whole-school approach to the design and delivery of the curriculum involving key stakeholders and the perspectives of parents and religious leaders about the teaching of sexuality and HIV. The national departments of education and health in South Africa should also provide resources and guidelines detailing best practices to assist life orientation teachers.

Teachers' subjectivities and emotionality in HIV/AIDS teaching.

Schools play a significant role in conveying essential knowledge, skills and attitudes about HIV and AIDS to millions of learners, and are therefore at the forefront of addressing the HIV/AIDS pandemic. This has resulted in a shift in HIV/AIDS research to focus on the crucial role of teachers in HIV prevention. This paper explores the influence of teachers' subjectivities and emotionality on their teaching about HIV/AIDS. The paper draws on qualitative, narrative data gathered from five teachers teaching in a midlands town in KwaZulu-Natal, South Africa. It finds that teachers' subject positions play a significant role in presenting compassionate, supportive and knowledgeable subjectivities in the classroom; and that their positive and negative emotions pivotally influence their teaching about HIV/AIDS. We argue that it is vital to consider how teachers position themselves, as this is intricately linked with their teaching about HIV/AIDS, and we draw attention to teaching about HIV/AIDS as an emotional practice.