According to a range of commentators, school life is becoming increasingly marginal to how young people inform, present and position themselves as social actors. This suggests that the 'geographical imaginations' of the students taught in schools are largely shaped outside of the classroom, through television, films, travel and consumption. This paper offers some reflections on the implications of such a 'cultural pedagogy' for school geography. It discusses the erosion of the boundaries between schooling and popular culture and the ways in which geography has traditionally been suspicious of popular knowledges. The paper considers the potential of recent work in cultural geography to develop a geography education that engages with popular culture, and goes on to discuss the type of pedagogy that might be suited to such a task.
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John Morgan (2001) studied this question.