The Excluded Past：Archaeology in Education
List of contributors vii
Archaeology, Peter Stone, World Archaeological Congress
Background
archaeology, excluded past, National Curriculum
An overview of the issues
Archaeology, Archaeological Cultural, World Archaeological Congress
The study of our universal cultural heritage through the Unesco
Unesco, Bulgaria, Borobudur
Conclusion
Unesco, WDCD, India
Archaeology in Nigerian education Nwanna Nzewunwa
Archaeology and education in Kenya Simiyu Wandibba
archaeology, University of Nairobi, History of Kenya
Education and the political manipulation of history in Venezuela
basic school, neocolonialist, bourgeoisie
Writing out Indian societies
Namibia, Venezuelan, Caracas
the right to a past
Aboriginal, Alberta, Paraguay
S7 civilizing? Aborigines in Australian education Alex Barlow
The affirmation of indigenous values in a colonial education system
Terra nullius, HREOC, Murri
Conclusion
South Africa, Kafir, apartheid
The excluded past
African National Congress, SWAPO, Theal
The teaching of the past of the Native peoples of North America
Havighurst, social studies, Iroquois
Native studies curricular materials
Wampanoag, Mashpee, Nipmuck
Museums as teachers of Native history
Algonquian, Plimoth Plantation, Concord Museum
Summary
Alfredo Stroessner, Guarani, Jesuit
The Ache
Jacques de Mahieu, Pai Tavytera, Paraguayan
The Ache before contact
Tribes Mission, ethnocide, Guayaki
archaeology in Mozambique
Alberta, Archaeological Resource Centre, Argentina
Introduction
Culture houses in Papua New Guinea John Blacking
The reconstruction of African history through historical ethnographic
Conclusion
An Archaeology and Education project
some observations
Education and archaeology in Japan Clare Fawcett
The Black historical past in British education Len Garrison
Popularizing archaeology among schoolchildren in the USSR
Teaching rnethodology
Other organizations
The place of the past in the primary school curriculum
Conclusion
New Archaeology New History when will they meet?
teaching about the past in English
the Archaeological
Conclusion
Archaeology, Peter Stone, World Archaeological Congress
Background
archaeology, excluded past, National Curriculum
An overview of the issues
Archaeology, Archaeological Cultural, World Archaeological Congress
The study of our universal cultural heritage through the Unesco
Unesco, Bulgaria, Borobudur
Conclusion
Unesco, WDCD, India
Archaeology in Nigerian education Nwanna Nzewunwa
Archaeology and education in Kenya Simiyu Wandibba
archaeology, University of Nairobi, History of Kenya
Education and the political manipulation of history in Venezuela
basic school, neocolonialist, bourgeoisie
Writing out Indian societies
Namibia, Venezuelan, Caracas
the right to a past
Aboriginal, Alberta, Paraguay
S7 civilizing? Aborigines in Australian education Alex Barlow
The affirmation of indigenous values in a colonial education system
Terra nullius, HREOC, Murri
Conclusion
South Africa, Kafir, apartheid
The excluded past
African National Congress, SWAPO, Theal
The teaching of the past of the Native peoples of North America
Havighurst, social studies, Iroquois
Native studies curricular materials
Wampanoag, Mashpee, Nipmuck
Museums as teachers of Native history
Algonquian, Plimoth Plantation, Concord Museum
Summary
Alfredo Stroessner, Guarani, Jesuit
The Ache
Jacques de Mahieu, Pai Tavytera, Paraguayan
The Ache before contact
Tribes Mission, ethnocide, Guayaki
archaeology in Mozambique
Alberta, Archaeological Resource Centre, Argentina
Introduction
Culture houses in Papua New Guinea John Blacking
The reconstruction of African history through historical ethnographic
Conclusion
An Archaeology and Education project
some observations
Education and archaeology in Japan Clare Fawcett
The Black historical past in British education Len Garrison
Popularizing archaeology among schoolchildren in the USSR
Teaching rnethodology
Other organizations
The place of the past in the primary school curriculum
Conclusion
New Archaeology New History when will they meet?
teaching about the past in English
the Archaeological
Conclusion
