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Cultural Tourism and Economic Development in

Prof. Helaine Silverman Department of Anthropology email: [email protected]

GLBL 298 Global Studies Seminar Abroad 1 credit for on campus course in Fall 2012 2 credits for Peru course accomplished over Winter Break

SYLLABUS FOR ON-CAMPUS AND IN-PERU PROGRAM

This course deals with cultural heritage tourism and its foreseen as well as unintended social and economic impacts on local communities. Tourism is often described as the world’s largest global industry. It affects virtually all countries around the world and is eagerly promoted by most of these. We explore one of the key motors of tourism: the UNESCO World Heritage List, which is an engine of global cultural governance affecting national policy-making and local stakeholders. UNESCO World Heritage sites are a key vector of cultural tourism and its economic development. But not all tourism and development yield equally beneficial results. Moreover, the relationship between “hosts” (the people living in the foreign country) and “guests” (tourists) is complex and complicated. As we study the relationship between tourism, economic development and communities students will learn how anthropologists conduct research in a range of ethnological settings, from small rural communities, to towns whose entire existence is dependent on tourism, to cities that are struggling to negotiate the lure of tourism with the need to create a diversified economy and a socially just environment for their local residents. We investigate these issues using three of Peru’s World Heritage sites as our case study: Cuzco: former capital of the great and a remarkable travel destination now as well as the gateway to Machu Picchu; the so-called “Lost City of the Incas” and one of the greatest ancient sites in the entire world : capital of Peru whose colonial core (today’s downtown) is full of great churches and important vernacular architecture

On campus dates Second eight weeks in Fall 2012: Tuesdays (5-7 p.m.) in Davenport Hall, room 312 DATES: October 16, October 23, October 30, November 6, November 13, December 4

Peru dates: during winter break January 1-12, 2013

If you are not a U.S. citizen, you may need a visa to enter Peru. Check with G3 Visas & Passports and with the Peruvian Embassy. Then double-check. Then triple-check.

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Learning about Peru • Throughout the Cuzco- portion of the program we will see fabulous sites and interesting contemporary towns. We will be speaking with many different kinds of : university students, tour guides, hotel and restaurant owners and employee staff, ordinary people in the street, officials. • In Cuzco we will see a particularly strong local regional identity known as Cuzqueñismo, including how it plays out in tourism development. • In Lima we will see the dynamic cultural and political capital of the nation. • Throughout, we will savor Peruvian food, which is one of the world’s greatest cuisines, and you will learn how one renowned chef has created a successful marketing and branding campaign of Peruvian food, promoting it a core element of national identity.

The main question/problem/theme One main research question undergirds the course on campus, in preparation for the study abroad component. Students will be challenged to consider: Why do countries seek to inscribe their archaeological sites on UNESCO’s World Heritage List? Students will learn that: (1) Typically, inscription on the World Heritage List promotes cultural tourism, widely regarded as an engine of economic development; and (2) Listing as a World Heritage Site also provides “cultural capital” in the form of prestige for a country, making it a competitive player on the world stage in this era of globalization. We will especially concentrate on the first factor because World Heritage listing is not without attendant problems. It is those problems this course seeks to examine through case studies, enriched by related activities so as to provide a broad and comprehensive treatment of Peru. Therefore, the study abroad component of the course will be driven by a related set of questions: What are the political, social, and economic complications as well as officially envisioned benefits of the World Heritage List designation? Is World Heritage listing the best future for communities living within or near World Heritage Sites?

Specific course objectives • Teach the students the fundamentals of ethnographic research and the field called “anthropology of tourism” • Teach the students that “the past” is directly relevant to “the present” • Teach the students about the concept of cultural heritage and its salience in this era of globalization, particularly in terms of tourism and the “manufacture and consumption of heritage” • Teach the students contemporary principles of heritage management, as codified in a series of conventions passed by UNESCO and other international bodies • Enable the students to conceive and undertake problem-focused field research that is feasible and rewarding • Enrich the students’ understanding of the complex interconnections and intersections of history, politics, ethnicity and culture as a general reality of the contemporary world • Stimulate the students to critically assess “development” as an assumed “good” by contemplating its “bad” aspects as well, and the balance between better and worse outcomes.

Promoting values for global learning, diversity and sustainable futures Peru is particularly amenable to the promotion of learning about diversity and sustainable futures because of its own ethnic, cultural and socioeconomic diversity and because mass tourism is posing challenges of sustainability to the inert sites and to the communities in which or near which they are located. Students will develop inquiry/critical thinking skills through the 3 on-campus assignments and especially through the actual field experiences in Peru, which are framed as case studies of particular issues (each “visit” during the program has a purpose) and the projects the students will conduct.

Course requirements and grading for the on campus portion of GLBL 298 Students must attend the on-campus meetings so as to receive that 1 credit. Always put your name on written work. Written work must be typed (i.e., print out from your computer) and neatly presented. All written work must be stapled if more than one page, or else it will not be accepted and you’ll receive a zero for that particular assignment. Work must be turned in when it is due. No makeup work.

• Assignment 1: due in every class session except December 4. Prepare reading notes which you will turn in to me. You must extract and comment on the key ideas of the readings. First: quote the phrase or sentence or passage from the reading (provide reference and page number). Then write your commentary in complete sentences so that I can understand your point(s). On a separate page you need to write out three questions, based on the readings for discussion in class. You will pose your questions in class as well as turning them in to me. 20% of final grade.

• Assignment 2: due November 6. You will conduct source-material research on cultural heritage tourism in Cuzco and the Sacred Valley. What do web sites and guide books such as Frommer’s, Lonely Planet, Insight Guide, Footprint, National Geographic Travel Guide, Moon & Machu Picchu by Ross Wehner and Renee del Gaudio (2010), Viva Travel Guides Machu Picchu and Cusco, Peru Including the Sacred Valley and Lima (2011), etc. include and exclude? OMIT THE INCA TRAIL. Regarding the books, don’t buy them (unless you want to) – rather, you’ll be able to do the assignment by going to the amazon.com website (also try barnes & noble) and reading portions of the books online (if you close the browser and open it again, each time new pages of the books should come up – hunt around the web for access to portions of these books, also see if the UIUC library has them and check the Urbana and Champaign public libraries). What narratives do they tell about people and places in Cuzco and the Sacred Valley? What is and isn’t presented as worthwhile to see/do? How do they evaluate or propose “touristic value”? Are there recurring words, phrases or photographic images that are used? What is said about sights and sites? What context about contemporary Peru is given? Are the local people who live in these places mentioned? What’s said about them? Are any other people mentioned? Do the descriptions of sights, sites and people vary among the guidebooks and web sites and, if so, how? You need to address these questions in a written essay. You need to write enough so as to deal with the questions I am posing without repeating yourself. I expect the essay to be well written and cogently argued. You would be well served to use my questions as some of your headings in the paper. Be sure to indicate the source (reference, page number if a book, url is a website) for your statements. In addition to the written assignment, you will be expected to participate in the class discussion that considers the results of your research on this issue. 20% of final grade RECOMMENDED (not required) READING FOR THIS REQUIREMENT: Official Tourism Websites. A Discourse Analysis Perspective by Richard W. Hallett and Judith Kaplan-Weinger. Channel View, Bristol, 2010. Netnography. Doing Ethnographic Research Online by Robert V. Kozinets. Sage, 2009.

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• Assignment 3: due November 13. Look specifically at advertised group tours of Peru from travel companies such as: Overseas Adventure Travel (http://www.oattravel.com/), Odysseys Unlimited (http://www.odysseys-unlimited.com/), Archaeological Tours (http://www.archaeologicaltrs.com/), Far Horizons (http://www.farhorizons.com/index.php), Adventures Abroad (http://www.adventures-abroad.com/), National Geographic Expeditions (http://www.nationalgeographicexpeditions.com/) Lonely Planet (http://www.lonelyplanet.com/peru/tours/small-group-trip/machu-picchu- express) Kuoda Travel (http://kuodatours.com/Peru-Luxury-Tours/Peru-Luxury-Tours.html) Abercrombie & Kent (http://www.abercrombiekent.com/) Southern Exposure Tours (http://www.southernexposuretours.co.nz/) Can you find other tours? Write an essay that does the following: Describe and analzye what is being said about Peru and about Cuzco/Machu Picchu in particular. What visual images accompany the text? Describe and analyze the images. How are people and places depicted? What else can you see in the tourist scripts you are reading? In addition to the written assignment, you will be expected to participate in the class discussion that considers the results of your research on this issue. Again, you should write enough to cover the issues I am highlighting. 10% of final grade

• Assignment 4: due December 4. By now you will have read and learned about tourism, heritage management, Peru and specifically the Cuzco-Sacred Valley region and the World Heritage system. For this assignment you need to conceive of a project that you can conduct in Cuzco in the allotted time. Your paper needs to identify the problem you wish to study, why it is significant, how it relates to literature we’ve read in class, and your methodology for obtaining the data. Here you need to think critically about what you’ve learned so as to conceive of a feasible little project. This is a written essay and should be long enough to deal with the requirement as posed. 5% of final grade

Course requirements and grading while in Peru 1) Write field notes while we are in Cuzco. (see below: 2) 2) Students are required to conduct a small independent research project in Cuzco on the afternoon of January 4. We will discuss your projects that evening. (see below: 3) 3) due on the morning of January 11. 5% of final grade: You will have spent the afternoon and evening of Thursday, January 10 on your own. In this assignment, due the next morning (Friday, January 11, before we leave the hotel), you will have written 300 words (one page) about what you did, why you chose to do what you did, what you learned, how what you did relates to any of the issues we have discussed in the course. Send your essay to me via email.

Course requirement and grading after Peru. 1) Edit your fieldnotes from Peru so as to create a term paper. You should pull out topics/themes from your fieldnotes and use these as the headings of the paper. The topics/themes should be ones we have explored in this course such as “impact of tourism on the local residents,” etc. The paper will be a critical commentary on what you saw and what you learned. You will probably need to write about 3,000 words to fulfill this requirement. 20% of final grade. Due January 31 – send it to me electronically as a word doc attachment (not pdf). 5

2) Write up the results of your independent research project in Cuzco/Sacred Valley. You will need about 1,000 words to fulfill this requirement. 10% of final grade. Due January 31 – send it to me electronically as a word doc attachment (not pdf). 3) Prepare an annotated scrapbook of photographs (any kind of binder) in which the text accompanying the photographs addresses key intellectual issues presented both pre-departure and in Peru. You will need at least 30 individual photographs with incisive commentary. I expect this work to be neatly presented – no scribbled text. 10% of final grade. Due February 15 in my mailbox in the Department of Anthropology (109 Davenport Hall)

YOUR FINAL GRADE IS DETERMINED BY ADDITION OF THE POINTS A+ (96-100); A (90-95); A- (88-89); B+ (86-87); B (80-85); B- (78-79); C+ (76-77); C (70-75); C- (66-69); D (50-65); F (49 or worse). No extra credit mechanism in course. I do not permit students to re-do their work.

OUTLINE OF TOPICS & ASSIGNMENTS ON CAMPUS IN SECOND 8 WEEKS

October 16: INTRODUCTION. THE ANTHROPOLOGY OF TOURISM Topic 1: Introductions: The professor introduces herself. The students introduce themselves. Syllabus is discussed in terms of the expectations for the on-campus sessions and the study abroad component. Topic 2: The anthropology of tourism. Required readings you need to have done before coming to class for this session: • Arthur Asa Berger’s Deconstructing Travel. (AltaMira, 2004) • pp. 25-66 (Chapter 2, 3, 4 – very short text) in Peter Burns’ An Introduction to Tourism & Anthropology (Routledge, 1999) • Dean MacCannell. “Staged Authenticity” in his book, The Tourist (University of California Press, 1999) [originally 1976], pp. 91-107. • “The Tourist Gaze” by John Urry, in his book The Tourist Gaze (Sage, 1990) Highly recommended • David Lodge’s 1991 novel Paradise News (any edition). It is a brilliant exposition of tourism and the anthropology of tourism, addressing these comically but with academically valid insight.

October 23: CULTURAL HERITAGE AND CULTURAL HERITAGE TOURISM Required readings you need to have done before coming to class for this session: • “What is heritage” by Rodney Harrison. In The Politics of Heritage, edited by Rodney Harrison, pp. 5-41. (Manchester University Press, 2010) • Chapter 1 in Heritage Tourism by Dallen J. Timothy and Stephen W. Boyd (Pearson, 2003)

October 30: UNESCO’s WORLD HERITAGE SYSTEM Required readings you need to have done before coming to class for this session: • “World Heritage” by Ian Donnachie. In Understanding the Politics of Heritage, edited by Rodney Harrison, The Open University, 2010. Selected pages • “UNESCO and Heritage: Global Doctrine, Global Practice” by Yudhishthir Raj Isar. In Heritage, Memory and Identity, edited by Helmut Anheier and Yudhishthir Raj Isar, pp. 39-52. Sage, London. • UNESCO World Heritage criteria 6

November 6: HISTORY AND CULTURE OF PERU Topic 1: A survey of the from ancient times to the present day. Required readings • U.S. State Department summary of Peruvian history • Lonely Planet summary of Peruvian history • See last page of this syllabus for some brief summaries RECOMMENDED (not required) READING FOR THIS REQUIREMENT: Peru. Society and Nationhood in the Andes, by Peter Flindell Klarén (Oxford, 2000) – it is an excellent history of Peru. ($44.95 amazon.com) Topic 2: In class discussion of Assignment 2 results.

November 13: TOURISM, POLITICS, AND SOCIETY IN CUZCO Topic 1: Tourism: cultures in contact; the “tourist bubble” phenomenon. Potential impact of mass tourism on societies in general, on Peru in particular based on the knowledge garnered to date—intercultural contact, economic development. The politics of heritage. The concept of contested cultural heritage. Required readings you need to have done before coming to class for this session: • 2006 The Historic District of Cusco as an Open-Air Site Museum, by Helaine Silverman. In Archaeological Site Museums in Latin America, edited by Helaine Silverman, pp. 159-183 . University Press of Florida, Gainesville. • 2002 Touring Ancient Times, by Helaine Silverman. American Anthropologist 104 (3): 881-902. Topic 2: In class discussion of Assignment 3 results. Topic 3: The representation of Peru in popular media. We will watch and critique selections from these movies: Secret of the Incas, Max Is Missing in Peru The Motorcycle Diaries

December 4: GETTING READY FOR PERU Topic 1: In class discussion of Assignment 4 results. Topic 2: Ethnographic methods. Required readings you need to have done before coming to class for this session: • Stephen Schensul et al. Essential Ethnographic Methods (AltaMira, 1999) – selected pages • “Stakeholders and Community Participation” by Sue Millar. In Managing World Heritage Sites edited by Anna Leask and Alan Fyall (Elsevier, Amsterdam), pp. 38-54. Topic 3: Basic training for the Peru experience: what to expect, what to pack, ethnocentrism and objectivity.

GLBL 298 on-site in PERU PERU TRAVEL ITINERARY

Tues, January 1 Helaine meets students in Chicago O’Hare Airport. Fly to Lima from Chicago via Miami. AA 1388 (4:25 p.m. from ORD to MIA, arriving 8:30 p.m.) AA 2153 (11:55 p.m. from MIA to LIM, arriving 5:30 a.m.) OVERNIGHT ON PLANE.

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Wed, January 2 Go through immigration and customs. Change money at airport. Walk out of international end of airport to domestic end of airport. Queue for flight to Cuzco with the luggage with which you arrived in Peru. LAN 2075, departing Lima at 9:45 a.m., arriving Cuzco 11:05 a.m. Check into hotel. REST. Then, Helaine gives students an orientation to Cuzco. Students will tour Cuzco on new red bus or wood tram bus (catch on Plaza de Armas). Students will eat on their own today because of the altitude – eat lightly; some of you may not be hungry. Don’t drink alcohol. Don’t eat anything greasy. Helaine will recommend nearby restaurants for those who wish to eat something. 7 p.m.: discussion with Helaine. (Goal: What are your first impressions of Cuzco? How do your impressions compare with what you read previously about Cuzco?) B OVERNIGHT IN CUZCO

Th, January 3 Ancient Cuzco Morning: Sacsayhuaman – Kenko – Tambo Machay – Puca Pucara Afternoon: We work with a map of ancient Cuzco. Students learn about Haukaypata, where palaces were in historic district (such as Kusikancha), calle Loreto, Acllahuasi, ScotiaBank’s wall on Maruri, Calle San Agustin, Hatun Rumiyoq, go inside /Santo Domingo; visit Museo Inka (included in the Boleto Turístico), etc. 7 p.m.: discussion with Helaine about what we’ve seen today (Goal: What tourist behavior did you observe? What do you think of the local organization of tourism? Did you see Peruvians at the places we visited?) and the project students will do the next day (January 4). B, L OVERNIGHT IN CUZCO

F, January 4 Morning: Colonial Cuzco. We look at churches and districts: enter these churches: Cathedral, Compañia, San Blas Church. Look at San Blas district (including talleres de los hermanos Mendivil). Look at the following from the outside: La Merced, San Pedro, San Cristobal. I will take the students into the Hotel Monasterio. We will look at other casonas coloniales that are hotels from the outside. We will look at Casa Garcilaso from the outside and I will tell the students about Garcilaso de la Vega. While walking around Cuzco Helaine will point out the projects of Mayor Daniel Estrada. Afternoon: Students do their projects. Helaine is available to help students. 7 p.m.: discussion with Helaine about what we’ve seen today (Goal: Did tourists at the religious sites seem different from those at the ancient sites? How was this tourism organized?) and your projects. B, L OVERNIGHT IN CUZCO

Sat, January 5 All day in the Sacred Valley: Chinchero, Maras (stop to look at stone doorways with carved lintels), , short hike through salineras down to valley, visit chichería. End day in . 7 p.m.: discussion with Helaine about what we’ve seen today (Goal: How would you compare urban life to rural life? Is tourism directly benefitting local people?) 8

B, L OVERNIGHT IN OLLANTAYTAMBO

Sun, January 6 All day in Ollantaytambo: the ruins, spectacular Bajada de Reyes celebration; look at the ancient occupied town 7 p.m.: discussion with Helaine about what we’ve seen today (Goal: Who is participating in Bajada de Reyes and in what capacity? What conclusions do you reach about the social organization of Ollantaytambo? Is tourism disrupting town life in Ollantaytambo or enhancing it in some way?) B OVERNIGHT IN OLLANTAYTAMBO

Mon, January 7 Spectacular train ride from Ollantaytambo to Machu Picchu.We have lunch at the buffet then go to site of Machu Picchu for our guided tour. Students must be aware of last bus down or they may wish to walk down to town on the trail. 7 p.m.: discussion with Helaine about what we’ve seen today (Goal: How is tourism to Machu Picchu organized? Who visits the site? What is the town below the site like?) B, L OVERNIGHT IN AGUAS CALIENTES (town at the base of Machu Picchu)

Tues, January 8 Depart Machu Picchu/Aguas Calientes on the 8:53 a.m. train to Ollantaytambo. Upon arrival in Ollantaytambo we are picked up by our own tour bus. Fabulous day of exploration from Ollantaytambo to Urubamba, Taller Seminario, to Pisaq. End day in Cuzco. 7 p.m.: discussion with Helaine about what we’ve seen today (Goal: How is tourism affecting the Sacred Valley? How does it vary in each place? Who is participating in tourism and who isn’t?) B, L OVERNIGHT IN CUZCO

Wed, January 9 Day trip through countryside south of Cuzco with guide to see colonial churches and towns, spectacular Inca and pre-Inca ruins: Andahuaylillas, Raqchi, Rumicolca, maybe Huarco and San Jerónimo. En route out of Cuzco let’s stop at Oropesa to buy bread. 7 p.m.: discussion with Helaine about what we’ve seen today (Goal: How is each place organized for tourism? Who is participating or not participating in tourism?) B, L, D [dinner is our despedida] OVERNIGHT IN CUZCO

Thursday, January 10 We leave Cuzco and fly back to Lima: right now it may be Lan Peru #2115, departing Cuzco at 9:45 a.m., arriving in Lima at 11:10 a.m. We go to hotel in Miraflores. Students have the afternoon and evening free. Helaine will give students suggestions of what to do. Note assignment on page 5, which is due tomorrow. B OVERNIGHT IN LIMA

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All day in Lima. Our bus takse us to Plaza San Martin and waits for us. 9 a.m. Helaine walks with the students down Jr. de la Unión from Plaza San Martin to Plaza de Armas, past Desamparados and past San Francisco to city wall. This is to get a sense of the historic district. The bus picks us up and takes us to Barranco where we have lunch and look around this lovely seaside district with wonderful vernacular architecture. Then the bus takes us to Larco Mar shopping center, overlooking the Pacific Ocean, and I walk back with the students to the hotel through the classic suburban Miraflores district. (We have day room at hotel). B, L 6 P.M. – CHECK OUT OF HOTEL. 6:30 P.M. - TRANSFER TO AIRPORT Late evening: depart Peru on American #918. This is an overnight flight, departing at 11:55 a.m.

Sat, January 12 The flight arrives in Miami around 5:30 a.m. Go through U.S. immigration and customs. Transfer to Chicago flight, arriving in O’Hare Airport before noon.

Students: the first day of the Spring 2013 semester is Monday, January 14.

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OTHER READINGS YOU MIGHT FIND OF INTEREST novel: The Next One To Fall by Hilary Davidson (Forge, 2012). Travel writer Lily Moore has been persuaded by her closest friend, photographer Jesse Robb, to visit Peru with him. Jesse is convinced that the trip will lure Lily out of her dark mood, but Lily is haunted by betrayal and loss. At Machu Picchu, the famous Lost City of the Incas, they discover a woman clinging to life at the bottom of an ancient stone staircase. Just before the woman dies, she tells Lily the name of the man who pushed her. When the local police investigate, the forensic evidence they find doesn’t match what Lily knows. Unable to accept the official ruling of accidental death, Lily hunts down the wealthy man who was the dead woman’s traveling companion and discovers a pattern of dead and missing women in his wake. Obsessed with getting justice for these women, Lily sets in motion a violent chain of events that will have devastating consequences.

Contemporary Issues of Tourism • Jane Henrici, “Trading Culture: Tourism and Tourist Art in Pisac, Peru,” in Tourism and Cultural Conflicts. edited by Mike Robinson and Priscilla Boniface (New York: CABI Publishers, 1999), pp. 161 – 180. • “The Revenge of the Incas,” The Economist 331 (21 May 1994), p. 48. • Dean MacCannell. “Staged Authenticity Today” pp. 13-40 and “Tourist Agency” pp. 196-210, in his book, The Ethics of Sightseeing (University of California Press, 2011) • John Urry and Jonas Larsen. The Tourist Gaze 3.0 (Sage, London), Chapter 1 – “Theories”, pp 1-30. • Tourism at World Heritage Cultural Sites published by the World Tourism Organization, 2004. pp. 21-100. • “Converting local spaces into heritage places” by Michael DiGiovine in his book, The Heritage-scape (Lexington Books, 2009), pp. 187-213.

Incas • Lucy C. Salazar, “Machu Picchu: Mysterious Royal Estate in the Cloud Forest,” in Richard L. Burger and Lucy C. Salazar, eds., Machu Picchu: Unveiling the Mystery of the Inca (New Haven and London: Yale University Press, 2004), pp. 21 – 47. • Jean-Pierre Protzen, “Inca Quarrying and Stonecutting,” Journal of the Society of Architectural Historians 44, no. 2 (1985), pp. 161 – 182. • Carolyn Dean, “The Inka Married the Earth: Integrated Outcrops and the Making of Place.” Art Bulletin 89. No. 3 (Sept. 2007), pp. 502 -518.

Colonial Period • Sabine MacCormack, “Art in a Missionary Context: Images from Europe and the Andes in the Church of Andahuaylillas near Cuzco,” in The World Made Image (Boston: Isabella Steward Gardner Museum, 1998), pp. 103 – 126. • Pedro de Leon Portocarrero, “Description of Lima, Peru (early-seventeenth century)” and “The Church and Monastery of San Franciso,” in Colonial Spanish America: A Documentary History (Wilmington: Scholarly Resources, 1998), pp. 165 – 177. • Maya Stanfield-Mazzi, “Shifting Ground: Elite Sponsorship and the Cult of Christ of the Earthquakes in Eightieth-Century Peru,” Hispanic Research Journal 8, no. 5 (Dec. 2007), pp. 445 – 465. • Carolyn Dean, “Creating a Ruin in Colonial Cuzco: Sacsahuaman and what was made of it.” Andean Past 5 (1998), pp. 161 – 183. • Tom Cummins, “A Tale of Two Cities: Cuzco, Lima and the Construction of Colonial 11

Representation,” in Converging Cultures: Art and Identity in Spanish America (New York: Brooklyn Museum and Henry N. Abrams, 1996), pp. 157 – 170.

Art • Carolyn Dean, “The Trouble with (the term) Art,” Art Journal (Summer 2006), pp. 25 – 32. • Esther Pasztory, “Andean Aesthetics,” in Thinking with Things: Toward a New Vision of Art (Austin: University of Texas Press, 2005), pp. 197 – 207. • Rebecca Stone Miller, “Introduction,” in Art of the Andes from Chavín to Inca (London: Thames and Hudson, 2002), pp. 9 – 16.

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