Neely, Anthony2022-06-102022-06-102015Neely, A. (2014). Girls, guns, and zombies: Five dimensions of teaching and learning in The Walking Dead. Dialogue: The Interdisciplinary Journal of Popular Culture and Pedagogy. 2(1). http://journaldialogue.org/issues/issue-2/girls-guns-and-zombies-five-dimensions-of-teaching-and-learning-in-the-walking-dead/2378-23232378-2331http://journaldialogue.org/issues/girls-guns-and-zombies-five-dimensions-of-teaching-and-learning-in-the-walking-dead/http://nur.nu.edu.kz/handle/123456789/6225Rooted in sociocultural theory, this article utilizes a conceptual framework derived from Alexander, Schallert, and Reynolds’ four topographical dimensions of learning: who of learning, what of learning, where of learning, and when of learning. Situated learning (Lave and Wenger) is presented as a fifth dimension to address how learning occurs in communities of practice absent of formal schooling. Content analysis (Elo and Kyngass) is used to analyze a teaching and learning event from an episode of The Walking Dead based on the five topographical dimensions of learning listed above. Findings provide insights for pedagogical application for grades 7-12 by addressing the potential benefits of contextualized and scaffolded situated learning activities, gender equity, and authentic high-stress high-risk tasks in secondary level curriculum design. Keywords: Popular Culture, Teaching Methods, Gender Equity, The Walking Dead, Socioculturalism, Situated Learning, Apocalyptic Media, Interdisciplinary Research, Communities of Practice, Contextualized CurriculumenAttribution-NonCommercial-ShareAlike 3.0 United StatesType of access: Open AccessArticle