Tag: Ancash

A Co-created Independence Day Celebration in Hualcayán, Peru

For a Spanish language version of this post, click here

July 28th is Independence Day in Peru – and the day we presented the community copies of La Historia de Hualcayán: Contada Por Sus Pobladores the volume written by Elizabeth Cruzado Carranza based on oral histories collected by Hualcayán high school students in late 2014. I have blogged before about the project origins. In preparation for the event, Elizabeth and I thoroughly cleaned the courtyard area of the archaeology research complex and set out a long row of tables and chairs. The night before we peeled 72 kilos of potatoes and Sheyla Nuñuvero and her assistants prepared 15 chickens, salad and quite a few gallons of chicha morado.

foodThe event was a success. Eli and I were particularly happy that Leodan Abanto Alejo Valerio, who was responsible for launching the project, was able to attend and preside over the celebration. Consistent with being an outstanding educator, Leodan spoke eloquently and passionately about why such projects are important. He particularly focused on the educational role for the student oral historians in developing a sense of identity and pride in their community in both the Spanish and Quechua languages.

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Leodan Abanto Alejo Valerio (center) with Hualcayán students

I spoke about the co-creative process. I noted that although Elizabeth and I had performed the technical publishing tasks and secured donations to fund the project, the essence of the volume was locally produced. That is, without the history verbally passed down over the years from community members, and passing that along to the student interviewers, the book would not have been possible. I also noted the uniqueness of the project – there is no other book of which we were aware in the Ancash region that tells a community’s history “contada por sus poladores.” The Hualcayán project is already viewed as model in one U.S. and two other Peruvian communities.

Elizabeth discussed her experience writing the book and presented a copy to every family in attendance. She noted that most of the copies would be placed in the school library consistent with Leodan’s expressed need for a classroom educational resource for students on their community history.

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Elizabeth Cruzado and Robert Connolly with two of the oral history project interviewees

Several community residents spoke and expressed their thanks to the Hualcayán students who created the project and to Leodan for the original concept. Elizabeth and Rebecca Bria’s (Co-Directors of PIARA) friendship and long-term commitment to the community was also recognized by all of the residents who spoke. For example, even though pressed for time as she gathers data for her M.S. Thesis on a set of Hualcayán excavations, Elizabeth welcomes community children into the research complex every afternoon from 3:00 – 5:00 PM to watch videos on a laptop, draw, or other activities. She has spent many days, weeks and months over the past several years working in Hualcayán on archaeological and community based projects.

Here are some of my takeaways from the oral history book experience:

  • The process worked. In a rural agricultural community like Hualcayán, where everyone works 7 days per week to sustain their existence (including on Independence Day) the oral history project is a small, but important contribution. “Importante” was the word most commonly used by the residents who spoke at the Independence Day event. They followed that statement up with examples on why knowing a community history is of value.
  • We had a great discussion with Professor Abanto after the event and confirmed plans and responsibilities for completing another volume by next summer for the community where he is now assigned to teach – Huallanco. Leodan is one of several Ancash residents we encountered in the last year who collect oral histories – in some cases for many years. We view the Hualcayán volume not as a completed project, but as an example of the ongoing logistical support we can provide if a community has that expressed need. We have informally discussed with cultural heritage professionals and educators in the region the possibility of establishing something like an Ancash Region Oral History Program. That may happen one day, but the impetus for moving on the project will come from the Ancash communities.
  • Oral history is something we are prepared to support at the museums Elizabeth and I visited in both Nivín and Caraz this summer. However, an expressed need in both of these museums was for Spanish language documents on collections management – not part of our initial plan. Within 48 hours we were able to use our resources and networks to acquire an abundance of these materials.
  • As cultural heritage professionals, in this way we can create value in a co-created relationship. At the museum and site at Nivín, Professor Valencia’s interest is less in our organizing field crews to excavate the Nivín site and find cool stuff for the museum. Rather the need Professor Valencia clearly stated was to train the Nivín students in the proper methods for curating materials and preserving a site that is of little apparent interest to the professional archaeological community but is being impacted by both agricultural and looting activities.

The above lead me to my “go to” snippets for what I mean by co-creation and applied archaeology:

Learn what aid the community needs: fit the museum to those needs. John Cotton Dana, The New Museum, 1917  

 . . . the act of engagement with others who are trying to make decisions related to particular heritage resources. Erve Chambers 2004:194

 Working together or diversifying audiences is not enough. What is needed are reciprocal, co-created relationships that connect the assets and purposes of organizations. Elizabeth Hirzy 2002

 To give voice and be responsive to the needs and interests of local community members; to provide a place for community engagement and dialogue; and to help participants develop skills that will support their own individual and community goals. – Nina Simon 2010:187

 

To this end, our field season this year in Peru is going quite well.

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Applied Archaeology: A Christmas Party in Hualcayán

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A first ever Christmas gift for a Hualcayán child.

The post below is written by my colleague Elizabeth Cruzado Carranza the Co-Director along with Rebecca Bria of Proyecto de Investigación Arqueológico Regional Ancash (PIARA).  I have posted before about the fantastic community outreach and cultural heritage work of PIARA.  On December 6th of this year, PIARA sponsored a Christmas party for the 140 children of the Hualcayán community in the Andes mountains of Peru.  PIARA views theses events as an integral part of their applied archaeology program not just for the community but with the community.  In addition to archaeological research, in the coming year, PIARA will continue to focus on community wellness, cultural heritage and economic development, and projects such as medical care and electricity restoration in the Hualcayán community.  I will especially appreciate your considering making a financial contribution or other support for PIARA during this holiday season and beyond.

An Act of Love in Hualcayán

by Elizabeth Cruzado Carranza

There are many people who worry about giving the perfect gift to their relative.  But what happens for those people who do not have enough resources to buy the Christmas tree, festive dinner, or the gifts?  This is the situation in the community of Hualcayán in highland Ancash, Peru. There is no money to buy presents.  People there can only prepare a dinner and share it with their family members.

This year Proyecto de Investigación Arqueológico Regional Ancash (PIARA) had the idea to prepare a party for all the children in Hualcayán. First, we collected a list of names of all the children from the community.  The nurse of the community, Ofelia, and the principal of the school, Magali, helped me to collect the names for the list.  We were surprised because the list contained the names of more than 140 boys and girls who live in Hualcayán; in other words, almost half of the population living in the community are children!

We decided to prepare a Christmas party at the school in Hualcayán on December 6th, so the children could celebrate and have fun.  But the big surprise was seeing several parents from the community also sharing the hot chocolate and panettone, which warmed us on that cold day. Despite the cold, the excitement of the children knowing that they would receive a gift, made ​​the day feel warm as the sunshine broke through the clouds.

Parents from the community also supported this event and prepared two big pots of hot chocolate.  We also had sweet panettóne from Lima thanks to Meruquita´s Bakery. Children from Hualcayán do not usually drink milk every day.   Fortunately there was even enough hot chocolate to share with the parents who accompanied us on this very happy day.

After everyone had a full stomach, it was time for the children to show their artistic talent, as a form of thanks for the celebration.  Without exception all students participated in the artistic event, from the tiniest preschooler to the oldest secondary school student. The children prepared songs dances and traditional scenes with themes related to Christmas. The singing was particularly welcome as there is currently no music from radios because Hualcayán has been without electricity for the past several months.   All of the children sang loudly and were proud of their participation.

Then came the most awaited part, the distribution of gifts!  With the list of names of all children living in Hualcayán, we had organized all of the presents in the school library the day before.  We started with the little children, but all the boys and girls were so excited that even though it started to rain, they stayed in line to receive their gifts –  waiting for their doll, car, train, soccer ball or volley ball.

The faces of joy and surprise at the time of receiving the gifts was the best gift I could receive.  All of the children thanked us many times and even their fathers and mothers came from the farms or houses to show their appreciation.

To bring a little joy to these children during the holidays is difficult to put into words.  The satisfaction of sharing with the community is the best reward – an act of love – a different way to share with one person or many on this special date.

Although PIARA performs archaeological research in Hualcayán, the communication and closeness we have with people has enabled us to participate in various community activities, such as a simple holiday celebration.  With great joy PIARA is able to be a part of this community that received us a few years ago, and it allows us to work on their behalf.

Watch this brief video with highlights from the Christmas Party!

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In addition to the Christmas gifts shown here, PIARA purchased all of the books and materials in this newly remodeled school library.

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Children gather outside the school for the Christmas Celebration.

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Hot chocolate and panettone were enjoyed by all.

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The celebration also had lots of dancing, singing, and traditional storytelling.

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