ABSTRACT
The notion of learning about popular culture as a form of dialogue has been a central theme of this book. Indeed, the book itself could be seen as a further move in a continuing dialogue about the relationship between education and culture-a dialogue that has taken on an urgent political significance in recent years, but which continues to be dominated by abstract rhetoric. By contrast, we have sought to ground our arguments in a detailed account of our own teaching experience; and it is partly from our reflections upon this experience and from our close reading of the data we have collected that our theoretical positions have emerged. Nevertheless, our arguments have also arisen from a history of dialogues with other theoretical perspectives; it is this history that has equally determined how we make sense of our experience and our data.
