Many teachers in England and South Africa have, therefore, seen school knowledge as factual, safe and uncontested and shied away from values and controversies, even though these are key aspects of life in a democratic society and occur in all curriculum subjects (see, for example, Davies, Gregory, and Riley 1999). This problem is of particular significance in South Africa where HIV/AIDS (and one’s stance on its causes as well as one’s response to the pandemic, is very much based on personal values and is, therefore, highly controversial) is also a threat to social well-being and where teachers are reluctant to tackle sexual issues in the classroom (Buthelezi et al. 2007).