Chapter 5: Affective Literacy of Teachers and Students Living with HIV and AIDS: Re-Shaping the Language and Discourse of Teacher Education

Upon examining HIV/AIDS discourse within educational contexts, our chapter uncovers how socially constructed knowledge about the disease and the emergence of competing and cross-cultural ideologies is co-constructed in K-12 settings. The functional goal is to provide insights into the discursive construction of knowledge about HIV/AIDS, while demonstrating how affective literacy and emotional language practices can be exercised to reveal a deeper understanding of the production and dissemination of teacher knowledge surrounding students living with HIV and AIDS. Through a lived discussion of the pedagogy of discomfort, our research prioritized to the voices of educators who are not typically sanctioned as producers of HIV/AIDS discourse.