The purpose of this degree project is to clarify how five Kenyan Life Skills teachers discuss about hiv and aids education. Furthermore, to reveal whether the validity claims in their verbal communication refers to facts, morality or personal experiences. This, I will study by examine the teachers knowledge of, and attitudes towards, the disease. The teaching methods they are using and the basis of their validity claims. I have chosen to use semi-structured interviews as method and the theoretical framework is based on Jürgen Habermas theory of universal pragmatics.

My result shows that there is a dilemma about whether the respondents knowledge is sufficient or insufficient. Moreover, the attitudes towards the disease indication that all the respondents consider schools and religious institutions to have an important role in reducing or preventing the spread of hiv or aids. But when it comes to stigmatization there is a dividing line concerning if stigma exist at the school or not. The respondents teaching methods vary, but a common method is that external persons are invited to school to give lectures. Another common method is that students teach their classmates about the virus. In matter of how the students can protect themselves against the disease, abstinence seems to be the primary and overarching message while condom use tends to be the secondary and subordinating message in classroom. Furthermore, my result shows that the respondents validity claims mainly refers to moral and to personal experiences.