Culture has been theorized as pedagogy. In several languages and many contexts "culture" and "education" can be used interchangeably. This issue of the journal "Educational Philosophy and Theory" seeks to explore the dual proposition (1) that pedagogy is central to politicized cultural theory, but (2) that it has been under-explored--both as constitutive of politicized cultural theory "as such", and in relation to the question of what can be learned about pedagogy "as such" by studying popular culture accordingly. So this issue asks: Given the often implicit but nevertheless demonstrable centrality of the themes of pedagogy to politicized cultural theory and philosophy: what paradigms, models or theories of pedagogy are implied in popular forms of cultural theory and philosophy? What might or ought such popular theory itself (or themselves) be able to learn about learning from the popular culture it theorizes? This issue of "Educational Philosophy and Theory" invited contributions which would interrogate the notions of pedagogy that are active within specific forms of cultural theory and/or which offer new theorizations of pedagogy by way of analysis of popular cultural texts, practices, institutions or processes. The range of responses to this call have been diverse; and all evince the multiplicity of the pedagogical, its variable dynamics, and even its unpredictability. (Contains 5 notes.)