Romario Sarmiento climbed up a hill in the rain-soaked Peruvian mountains as his body adjusted to the altitude of over 4,000 metres.
“I felt such a sense of accomplishment,” says Sarmiento, a third-year student majoring in diaspora and transnational studies with a double minor in Latin American studies and religious studies and a member of St. Michael’s College.
“Reaching the top and looking down at my classmates that I had come to regard as friends as well as the breathtaking Andean scenery was easily one of the most beautiful moments of my life.”
That memorable experience was part of his Latin American Studies course, Indigenous Realities in Latin America, which included a one-week Indigenous Course Module (ICM) trip which brought Sarmiento and eight other students to the Quechua-speaking Indigenous community of Pomacanchi, in the Cusco region of Peru, last fall.
The ICM — an immersive experiential learning program offered by the Faculty of Arts & Science — enhances course learning by allowing students to engage directly with partner communities and deepen their understanding of Indigenous peoples, knowledges, histories, cultures, languages and the impacts of colonization.
“The main goal was for our students to understand what life is like here,” says ICM instructor Paula Karger, an assistant professor with the Department of Italian, Spanish, Portuguese & Latin American Studies (ISPLAS) who specializes in Latin American Studies and Spanish. “What are the issues people are confronting?”
Throughout the year, the course featured an ongoing online exchange between Karger’s students, local Indigenous Quechua-speaking students, and Indigenous knowledge holders from the Centro de Culturas Vivas (Centre for Living Cultures) Pacha Puriy — a centre for the revitalization of Andean cultures and languages, and the community partner for the course and the trip.
“We're talking about Indigenous realities in Latin America, so the students heard directly from people who are living these realities,” says Karger. “The trip was meant to deepen the students’ knowledge and understanding, but also the community there got to learn about our students and our lifestyle, so we’re giving back to the community that's giving to us.”
During the week, the class learned first-hand about the area’s Quechua language education programs, local farming practices and food operations, the region’s economy, and the role of religion, colonization history, as well as wildlife and environmental issues.
“We're talking about real things happening right now to real people,” says Karger.
Prior to climbing that hill, Sarmiento and his classmates visited a vicuña reserve outside of Pomacanchi. Resembling a smaller llama or alpaca, vicuñas live mainly in Peru, Bolivia, Chile and Argentina and are regarded as sacred in the region.
“Learning about the importance of this reserve perfectly tied together much of what we had learned, not just during our trip, but throughout the entire course,” says Sarmiento. “The lesson was enhanced all the more by the pleasure of getting to watch herds of vicuñas trot around peacefully.”
For Maria Gonzalez Marin, a second-year student completing a double major in political science and Latin American studies, and a member of Victoria College, visiting the cosecha — the harvest — was especially impactful.
“We traveled high up in the mountains to see where the communities grow their potatoes,” says Marin, who was intrigued by the area’s communal farming practices as well as the fact that this area is home to more than 3,500 varieties of potatoes.
“This reminded me of a concept taught earlier in the semester that refers to the balance between women and men, highlighting partnership and mutual respect,” says Marin. “Our guide further explained how each perform different tasks, but neither is considered superior, with the community functioning through cooperation.”
For Karger, all of the excursions were enjoyable learning experiences, but witnessing the lively exchange of information, ideas and cultures between students was the most fulfilling. “That was really amazing for me,” says Karger. “It just has a completely different resonance.”
Sarmiento and Marin felt the same way — enriched by the meaningful and thought-provoking conversations they had and touched by the friendships they made.
“I’ve been to plenty of countries, but I don't think I’ve ever formed connections with locals as fast and as meaningful as I did in Pomacanchi,” says Sarmiento. “The people there were so warm and so open. My friend and I would go to the convenience store in the central plaza daily, sometimes not even to shop but just to chat with the store clerks.”
“This experience was so impactful, as I was able to learn about their culture, traditional meals and clothing, and they were able to learn about my culture in return,” says Marin. “I was extremely curious to learn about their realities in person, rather than reading about them in a textbook.”
One student in particular caused Marin to pause and think about her own life.
“One woman I met was discussing how she was studying to become a teacher to provide a better life for her four-year-old son,” she says. “This woman was only four years older than me yet carried responsibilities and challenges that I could barely imagine. Hearing her story made me reflect on my own opportunities, my privileges and the different paths our lives have taken.”
Both Sarmiento and Marin returned to U of T grateful for their experiences and for their heightened understanding of Indigenous culture and issues in the Cusco region of Peru.
“Most of my life, I thought I knew everything about Andean cultures,” says Sarmiento, noting he has family roots in Ecuador and Chile. “This trip made me see that sometimes looking at things as an outsider can help you better understand it.”
“This trip took my education to another level,” says Marin. “Sharing meals, stories and everyday moments helped me appreciate the sense of community, perseverance and warmth that the Peruvian community embodied. These interactions made the experience feel human and grounded, not just educational.”