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Clearly, wherever myth forms part of an educational syllabus, value judgements have been made by those who chose the texts, with regard to content, approach, usage, emphases, purpose and many other elements. [...] the present volume examines the reception of such myth within formal education in the twentieth and twenty-first centuries […]. It focuses for the most part on school education, but with forays into post-high school where relevant, and includes a wide geographical and chronological range. With regard to the latter limitations, the general emphasis is on modern day, and the current situation, but as a result of individual historical circumstances in each example. Lisa Maurice, Editor of the Volume This is a task of paramount importance, as educational processes have a lasting influence on us – all the more so as we are exposed to them already in childhood, when the capacity for critical thinking is being formed by none other than school curricula shaped and developed in specific circumstances. This volume makes us aware of these complex processes, their implications, and the opportunities they create for the future of Classical Antiquity. Katarzyna Marciniak, Editor of the Series

In South Africa, where the classical culture itself was inextricably linked with its colonial past, there is now a requirement to decolonize and Africanize the curriculum. Claudia C.J. Fratini, after giving an overview of the evolution of the South African education reforms, argues, that mythology could be used as an invaluable tool within the classroom to create a multicultural and interdisciplinary conversation within the South African school environment. Illustrating this, she provides a detailed example and lesson plans of how mythology can be employed in the classroom to journey through what she calls “the wormhole that links contextualized learning to the parallel universes inhabited by the debates on decolonization and Africanization of the curriculum”. The complete volume"Our Mythical Education: The Reception of Classical Myth Worldwide in Formal Education, 1900–2020", edited by Prof. Lisa Maurice,focuses on school education including a wide geographical and chronological range.The volume covers Eastern and Western Europe, Asia, Africa, the Americas (including Canada, the USA, and South America), Australia and New Zealand. Published in the series “Our Mythical Childhood”, edited by Prof. Katarzyna Marciniak,Faculty of “Artes Liberales”, University of Warsaw Open Access of the whole volume is available athttps://www.wuw.pl/product-eng-14887-Our-Mythical-Education-The-Reception-of-Classical-Myth-Worldwide-in-Formal-Education-1900-2020-PDF.html