Since 1999, many South African education policy documents have mandated
integration of HIV & AIDS education in learning areas/disciplines. Policy document
research has shown that although South African politicians and managers have
produced volumes of eloquent and compelling legislation regarding provision for
HIV & AIDS education, little of this is translated into action. The impact of HIV &
AIDS permeates the social, economic and political arenas in South Africa. Integration
of HIV & AIDS education across disciplines can serve as a strategy to further
the ideals of social justice. This paper focuses on how integration in the teaching and
learning of Mathematics Education provides opportunities to take action for social
justice. The inquiry explores the following question: How can the myth that there is
‘nothing we can do’ about HIV & AIDS, which is linked to social justice issues, be
addressed through integration of HIV & AIDS education in Mathematics pre-service
teacher education? Drawing on self-study, the work of a Mathematics teacher
educator who worked with pre-service teachers to integrate HIV & AIDS education
at a higher education institution is described. By considering integration of HIV &
AIDS education in Mathematics Education and taking action it is possible to develop
strategies which directly relate to social justice.

doi: 10.15700/saje.v31n3a539