This issue of Archaeologies is largely the result of professional conversations and knowledge sharing that took place during the Eighth World Archaeological Congress (WAC-8) in Kyoto, from 28 August to 2 September 2016, when some of the authors (Frappell, Guilfoyle, Murakami, Zarmati) presented papers on archaeology education. Others who have been doing outstanding work in this area (Corbishley, Fabjan and Stipančić, Poole, Riley) were invited by the editors to submit papers for this special edition which focuses on archaeology for young people, from early childhood to late teens. Archaeology education for children and young adults is an area of research that falls between the two knowledge domains-and professional areas-of archaeology and education. Most research and reporting of programs and pedagogy tend to focus on archaeology in tertiary institutions (see Burke and Smith 2007), with very little in the area of schools and preschools since Smardz and Smith's landmark publication, The Archaeology Education Handbook: Sharing the Past with Kids (2000). A few welcome pre-tertiary studies have recently appeared, such as Corbishley's (2011) global review of archaeology in schools, Henson's (2017) article on archaeology in UK schools and a special issue of the journal Advances in Archaeological Practice with two articles on childhood learning (Moe 2016; Henderson and Levstik 2016). Organisations such as the Archaeological Institute of America, the Society for American Archaeology and Archaeology Scotland have produced websites that offer educators practical ideas for teaching archaeology to young people, in and out of the classroom. This edition of Archaeologies aims to make a significant contribution by presenting seven papers on exemplary practice in archaeology education for young people. Challenging Stereotypes The first impressions young people have about archaeologists and archaeology are usually imprinted in their minds by what they have seen in televi
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