My output touches upon Quechua forms of knowledge, and the role of writing, play and language. This occurs against a backdrop of alternative ways of documenting knowledge in Quechua-speaking communities; textiles, music and storytelling were often more common forms of writing than alphabetic literacy. In this way, communicating ethnographic experiences from textiles or language classes for an academic audience can be challenging as these reflections are based on alternative understandings of what it means to know and to learn. Incorporating visual reflections into research can be more organic, as well as discussing experiences and understandings with others, as knowledge is both visual and relational in Andean culture; it has traditionally been transmitted orally by telling stories to others. This is often in the form of myths, yet these myths contain historical, scientific, social and other information. Capturing non-written information can therefore be challenging in a written format, without straying from the original meaning. Creating my output left me considering the limits of writing, but also the ways in which my participants communicate information that is important to them, perhaps through song, drama, riddles, or movement. I am still considering whether and how I can incorporate this into my research in a culturally appropriate way, without privileging, overlooking or commodifying certain types of knowledge.

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