This article examines positions in favor of the inclusion of popular culture in an education curricula by Vincent Lanier, June King McFee, Laura Chapman, and Brent and Marjory Wilson. It is argued that their work, both individually and collectively, focused on the realm of the everyday and helped posit popular cultural images as legitimate objects of study in art education. Mindful of the differences between popular culture and visual culture, it is argued that their positions help form some of the antecedents of visual culture today. These antecedents are investigated through the trope of the palimpsest, where previous writing is written over again, with new re-marks and re-visions. (Contains 7 footnotes.)