Archaeology has been closely entangled with dominant power structures since its formal emergence in the nineteenth century. Recent scholarly work has sought to challenge this relationship and destabilize the fundamental Eurocentrism of archaeological theory and praxis. The extent to which this effort is reflected beyond academia has, however, not been as widely explored. In this article, the author presents evidence concerning the production of archaeological knowledge within the academy, the dissemination of knowledge of the past in schools and the media, and the consumption of this knowledge by members of the British public, including adults and secondary school pupils aged 11–14. He concludes that there exists a fundamental disjuncture between contemporary scholarly work and popular perceptions of the past and suggests some ways the academy may challenge the continued prevalence of Eurocentric perspectives of the past in popular discourse.
