This book brings together archeologists, historians, psychologists,
and educators from different countries and academic traditions to
address the many ways that we tell children about the (distant)
past. Knowing the past is fundamentally important for human
societies, as well as for individual development. The authors
expose many unquestioned assumptions and preformed images in
narratives of the past that are routinely presented to children.
The contributors both examine the ways in which children come to
grips with the past and critically assess the many ways in which
contemporary societies and an increasing number of commercial
agents construct and use the past.
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