Public education and archaeology : disciplining through education

In 1994 Brian Molyneaux suggested that one of the most obvious, yet critical, functions of archaeology for society was education (Molyneaux 1994: 3; see also Stone 2004; Willcock 2004 ). Since then, the pairing of archaeology with education has gained considerable ground; so much so that while the term "public education" may not necessarily come to mind for all scholars and practitioners working within the field, most will hold an implicit familiarity with its central tenets via their connections to outreach, community archaeology, social inclusion, or public participation. This is because all of these concepts - and the practices they reflect - emerged out of a broader social movement that prompted archaeologists to start thinking about, reflecting upon, and dealing with the complex relationships between "the discipline" and "the public." As with other attempts to engender public participation and support, education operates as a powerful point of connection between scholars, practitioners, politicians, and a vast variety of stakeholders and interest groups. A useful consequence of this arrangement has been the burgeoning of a range of learning tools, public presentations, "archaeology weeks," festivals, and volunteering opportunities. Yet, despite the proactive hmguage often used to describe this area of development, it is important to remember that it can play out in a number of ways, not all of which are positive.