The educational aim of this genealogical study of ribbon workers as popular educators is to expose activist and voluntary organisations, not only as generative sites of learning, but also as sites of habituated learning and stereotypical colour assumptions. This study urges popular educators and activists to reflect critically on the popular culture forms that shape their practice, especially the colour coding associated with the crusader metaphor. Critical reflection involves remembering where a given colour has been before as educators and activists select their heraldry of coloured ribbons, banners, badges, and other emblems. To develop this theme I provide a critical analysis of ribbon work represented in the popular press and popular education at different historical moments (for example the blue ribbon in the temperance movement, and currently the United Nations emblem for peace). I interrogate the normalised and religion-charged, racialised, colour symbolism of popular educators' ribbon work insofar as it is continuous or discontinuous with the military heraldry of the medieval Christian crusades.