The relation between archaeology and education contains a paradox. Where archaeologists have advocated the importance of education for archaeology, this advocation has not been adapted by policy...Show moreThe relation between archaeology and education contains a paradox. Where archaeologists have advocated the importance of education for archaeology, this advocation has not been adapted by policy stakeholders, in order to develop archaeology education programs. Three studies in Canada, the United States and United Kingdom have entailed that the relation between archaeology and education has poorly been investigated. This research builds upon the results on the other three studies to start the investigation on the state of affairs on the inclusion of archaeology into primary education in the Netherlands by investigating policy stakeholders perspectives. These values are investigated by interviews among representa- tives of the Ministry of Education, Culture and Science, provincial heritage institutes and museums, and placed into broader perspective by analyzing the results of monitor surveys on three history and culture education programs, and two legislative restrictions. Then, the combination of interviews and document analysis results in a synthesis where an alternative approach for archaeology education is presented for archaeologists, policy stakeholders and Primary school teachers in the Netherlands . The study ends with the request for further research that is built upon the results presented here.Show less
