ABSTRACT
The pedagogical possibilities of popular culture are multiple and high-reaching and there is a long history of scholars from a broad range of educational fields working with and reflecting upon these hopes for those of us working in both research and in classrooms. Quinlivan (2011) eloquently captures some of these hopes through her discussion of the critical and emotional provocations that the use of popular culture can elicit. In addition, many educators expound the virtues of popular culture as a mechanism through which to engage students in learning. As educators who use popular culture in our teaching, we cannot help but nod our heads in agreement to all of the above. However, when considering the use of popular culture within the health education classroom, an interesting picture emerges. It appears that the possibilities are not endless and critical provocations are far from sight.
