This article serves as an introduction to a special issue titled The ‘Other Grand Challenge’: Learning and Sharing in Archaeological Education and Pedagogy. In this introductory article, I briefly discuss the history of university-level archaeological education in Canada, primarily in light of considerations of accessibility and ethics. I then introduce the focus of the conference session I co-organized—dealing with grand challenges for the future of archaeological education and pedagogy, which forms the foundation for this special issue—inspired by a personal existential crisis and the intriguing role of stories and storytelling in archaeological education. The resources presented in this special issue include a series of collaborative articles and resulting discussion, as well as videos of original conference presentations (link in this introduction), all of which relate experiential stories of archaeological education and pedagogy and the grand challenges to come
