Abstract
The various South African HIV&AIDS education policy documents (South African National Department of Education, 1999, 2001, 2002, 2003) set out what is expected of school teachers and higher education lecturers in integrating HIV&AIDS education into disciplines. These expectations are, however, not offered in conjunction with strategies or guidelines to achieve integration. The changes required of educators to explore innovative ways of including HIV&AIDS education in disciplines necessitate the development of new approaches, so before educators can begin to think about the implementation of such integration, they must explore issues related to their beliefs and mindsets.
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Laren, L.v. (2011). Drawing in and on Mathematics to Promote HIV&AIDS Preservice Teacher Education. In: Theron, L., Mitchell, C., Mitchell, C., Smith, A., Smith, A., Stuart, J. (eds) Picturing Research. SensePublishers. https://doi.org/10.1007/978-94-6091-596-3_10
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DOI: https://doi.org/10.1007/978-94-6091-596-3_10
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