Pseudoscience is a ubiquitous aspect of popular culture which constitutes a direct challenge to science, and by association, to science education. With the exception of politically influential pseudosciences trying to impose themselves on official curricula such as creationism, science education authorities and professional organisations seem generally reticent about coming to grips with pseudoscience. This apathy is reflected by the low level of engagement in a comparative study undertaken by the author of this paper. The issue is contextualised with reference to the curricular priorities and classroom realities of school science education which leave little room for the extraneous subtleties pseudosciences present.