Abstract
This paper discusses the history and trending of archaeological education in South Africa, a set of frameworks wherein primary and secondary level students instrumentalize archaeology to investigate and debate their pasts. Archaeological education has existed thus far as a conversation among archaeologists and a footnote in the national curriculum. I present the first cohesive treatment of these projects. I examine attendant conflicts and obstacles, drawn partly from my involvement in two South African projects but illustrating issues that I believe have global resonance. I submit that archaeological education entails engagements that hold serious ramifications for archaeological ethics, practice, and epistemology.
Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
