Indigenous Knowledge Systems and Public Humanities: <i>Ayni</i> as Community Engagement

Allillanchu!This is one of the ways people greet each other in Quechua, an Indigenous language family in South America.Many people in the United States would recognize greetings in Spanish, German, or Chinese-hola, hallo, or ("n ha o")-even if they don't speak these languages.They would also probably know that these languages have robust communities of speakers, are relevant in today's society, and are used to produce knowledge and innovation.Conversely, perceptions of Quechua and other Indigenous languages might be different: they are largely overlooked and wrongly associated with backwardness.This attitude not only marginalizes different voices and communities but also inhibits opportunities for innovation and for contesting legacies of discrimination.Public humanities work practiced in the most inclusive ways acknowledges both that there are publics for whom English is not the primary language and that their languages, especially those that are less studied, are necessary to public discourse.This recognition is especially urgent for Indigenous languages.Indigenous populations across the world carry cultural practices and wisdom, yet they are not frequently recognized as holders of knowledge and expertise.Indigenous scholars and activists have coined the term Indigenous knowledge systems to educate people within and beyond their communities about the value and relevance of different wisdom traditions.Academia must not simply acknowledge the existence of Indigenous knowledge systems but make space for learning in a different way, from different cosmovisions.This essay explores how integrating Indigenous languages and cultures into higher education can advance the humanities, empower diverse students and scholars, and develop meaningful educational and community partnerships.