Introduction
Archaeology as a discipline has had diverse beginnings and traditions, depending on where it developed and where it is currently practiced on the planet. For example, European archaeology is often (inextricably) entangled with History, Art History, or Classics, while what is called New World archaeology has traditionally been more affiliated with (social, biological, or other types of) anthropology. The demographics and motives of adults involved in archaeology, either professionally or not, are also different, depending on the era and area. As a consequence, the relationship between adult education and archaeology is varied in different parts of the world, but, I would argue, is seemingly consistent with local preoccupations about heritage and the pasts that archaeology can help illuminate and reconstruct. It is therefore important to look into the relationship between adult education and archaeology, in order not only to understand more broadly the different motivations...
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Acknowledgments
The author would like to thank Prof. C. Smith, as well as the anonymous peer reviewer(s) for their valuable help. She would also like to thank all students and educational colleagues who provided the experience and inspiration for the contents of this paper.
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Simandiraki-Grimshaw, A. (2019). Adult Education in Archaeology. In: Encyclopedia of Global Archaeology. Springer, Cham. https://doi.org/10.1007/978-3-319-51726-1_2983-1
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DOI: https://doi.org/10.1007/978-3-319-51726-1_2983-1
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