Abstract
Since its inception, the causes of HIV/AIDS have mainly been attributed to indecent and even evil behaviour and has seen victims labelled as social deviants. The origin of HIV/AIDS and its cure has been the primary focus of research in this field. This study examined the stigmatisation and discrimination teachers living with HIV/AIDS, experienced. A narrative inquiry design, located within the interpretative paradigm was used to mine qualitative data via narrative interviews. Qualitative content analysis was used to analyse data, specifically descriptive, process and emotion codes, to develop themes from the data. The key findings indicated that stigmatisation of and discrimination against teachers living with HIV/AIDS are exacerbated by stereotypical beliefs, fear associated with the disease’s incurability, perceptions about teachers as sources of information, and other social constructs around the pandemic. This results in these teachers being ostracised, labelled as inferior, and stripped of their status. This leaves them feeling worthless. Recommendations are made for the intensification of consciousness- raising about openness, trust and dialogue to overcome the stigmatisation and discrimination against people living with HIV/AIDS, reducing the myth about the silence and shame around HIV/AIDS, and continuous education on reducing new infections, and supporting those who are infected.