In this article, we explain how we engaged teachers in creating their own representations of HIV and AIDS
in Tanzania as a starting point for re-curriculation of the undergraduate teacher education programme.
We employed a qualitative design, using visual methodologies, to encourage 29 in-service teachers to
draw their perceptions about HIV and AIDS in Tanzania, and to explain their drawing in a short narrative.
Thematic analysis of the drawings revealed that, while teachers are aware of the social injustices that
fuel the pandemic, they do not envision themselves as having much influence for social change of learner
attitudes and behaviour. The discussion of the findings, compared to and recontexualised by relevant
literature, leads us to argue for the need to engage teachers in participatory research to find contextually
appropriate ways to conceptualise and practise HIV and AIDS education. The recommendations we offer
have relevance not only for Tanzania, but for the entire sub-Saharan African region.