This article develops the concept of biosocial pedagogy in HIV education for this era of expanding biomedical forms of HIV control. With reference to critical pedagogy and teaching and learning materials addressing HIV treatment and prevention, I explain how HIV education can problematize its own role in HIV control. I also discuss how educational practice can be informed by the ethical and political dilemmas that face people affected by HIV. I argue that through biosocially aware HIV pedagogy, individuals and communities can be assisted to act on the opportunities and drawbacks of biomedical HIV control.
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