For several years, I considered volunteering at a school overseas, however, I was apprehensive of pursuing my dreams because I feared I lacked experience and skills in the field of education. After much introspection, I decided to brush aside my concerns and began researching numerous organizations that were philosophically intriguing. In the course of research, I discovered Aldea Yanapay, a non-governmental organization which functions as an alternative after school program for disadvantaged children in Cusco, Peru. The children voluntarily attend Aldea Yanapay after regular public school to obtain assistance with homework tasks and to practice their reading. They also participate in arts and crafts, play educational games, and study world cultures. Aldea Yanapay seeks volunteers that have “a desire to help and an ability to respect and love the children.” I was immediately drawn to their ideology and decided in that instant that this was the type of organization I desired to be a part of. I would soon discover that in Cusco, alongside the ancient treasures of the Incan Empire you can find poverty and exploitation of children.
As I walked up the cobbled-stone street to Aldea Yanapay, still acclimating to the altitude, I was overcome by nerves and excitement. The trepidation of walking into unknown surroundings quickly dissipated when I rang the doorbell and was greeted with a warm affable smile. The tiny owner of the smile ushered me to a broad alley which consisted of a few small deteriorating homes with tile roofs and scrawny brown hens in the yard. The walls of the school were painted with a colorful but fading mural. We entered through a large wooden door to a dirt courtyard buzzing with rambunctious children. I joined the other volunteers in a corner of the yard and observed shyly as the exuberant children greeted each volunteer, showering them with heartfelt kisses and hugs.
Yuri, the director of Aldea Yanapay, greeted the volunteers and ordered us to our respective classrooms. I was paired with a seasoned volunteer from Israel and directed to Art class. With no instruction, I walked toward the classroom and experienced a flash of internal panic. Art class! How could this be?! Everyone who knows me is aware that I lack creativity and can barely draw stick figures!
I quickly pulled myself together, walked into the dark windowless room and addressed the children gently, “Buenas tardes, niños.” The children, sporting their oversized art smocks, returned the greeting with endearing grins, “Buenas tardes, profe.” (short for professor) The children oblivious of my inabilities to create were eager to begin their masterpieces. Much to my relief, the two hours flew by and we managed to avoid any real disasters- minus a few painted faces.
The children in art class are encouraged to create while using art supplies sparingly, a concept I initially struggled with. I would eventually learn that this principle helps prevent the school from becoming a surreal environment, where basic art and school supplies, and books are luxuries they cannot afford.
After the first session, the children and volunteers are expected to gather in a circle in which social issues are briefly discussed. The children listen intently and are encouraged to interact and express their opinions. During this time, no one holds back and each child waits their turn to be heard as the conversations blend the serious and sublime.
Yuri then informs everyone of the theme for the week. The weeks I volunteered, the theme was Buddhism. The volunteers are responsible for imparting some of the details of this subject to their young students. The group then prepares for a weekly short presentation held on Friday evenings. Confident that my Spanish was proficient enough, Yuri asked me to lead one of several classes. In the following weeks, I embraced my responsibilities and diligently prepared for classes, spending countless hours in front of antiquated computers at Internet cafés. Teaching Buddhism in Spanish to children would prove to be somewhat of a challenge. Inevitably, a few of the mischievous children would lose focus and disrupt the class with frequent scuffles and temper tantrums. Most of the students, however, were enthusiastic learners and looked forward to participating in Friday’s presentation. Eventually, the children would transform into dignified actors and actresses, full of information concerning Buddhism.
On Friday evenings, the small courtyard transforms into a theatre. Lanterns illuminate the set. We huddle in a semi-circle, seated upon wooden benches painted by past volunteers and children. Yuri asks questions pertaining to the theme of the week and gives prizes to those who answer correctly. Each class then comes forward to perform, some a little timid but most confident and gleaming in front of their audience. The volunteers discreetly direct the students through their parts. The wide-eyed children consume the sights on display, remarking in whispers of the marvel that appear before them. Yuri watches his little actors protectively, attentive to their efforts to win his praise.
During the last two weeks of volunteering, I was asked to assist the older children (ages 10-14) with their homework assignments. I took notice of how the children took pride in their work and how they meticulously maintained their notebooks. There were a few crack-ups in homework class due to our difference in dialects. The children poked fun at me as I looked at them puzzled and often asked them to repeat a word or phrase. [Since then, I learned that Latin Caribbean islands were colonized by Southern Spaniards residing in the western Andalusian provinces and Canary Island region while Latin America was colonized by North-Central Spaniards who spoke Castilian, the official language. This, coupled with African, European, and indigenous influences, forced Latin American Spanish to evolve in completely new directions, unique to each country or region]
Throughout the weeks, I realized that the reading class adjacent to homework class was almost always barren. Curious, I asked the only volunteer in the room why the children lacked an interest in reading. The volunteer pointed toward a bookshelf, which contained a scarce amount of books, and responded that the children had memorized all of the books in the “library” and were not challenged or motivated to read. Armed with inspiration and donations from friends, co-workers and family, I purchased several books for the library and brought them to the school on my last day. As the children became aware of the new books, they began strolling into the tiny room eager to explore, learn, and discover. I created book markers for each child and exposed them to the purpose of book markers. The children enthusiastically remarked that they were grateful that they could now save their place in the books for the next day. This event inspired the vision of One for the Books.
At the conclusion of each school day, a young student gently insisted that she walk me to my temporary residence. The sweet little bodyguard and I walked hand in hand, sharing laughs and stories. Upon our departure, we would exchange a kiss on the cheek and bid each other a good night. I could not think of a better way to end a long exhausting day then with a reminder of Aldea Yanapay’s founding principles of love and acceptance.
Overall, volunteering at Aldea Yanapay was an unbelievably humbling and rewarding learning experience. I did not have the opportunity to speak to the children intimately about their familial relationships but recall a conversation with Yuri’s mother wherein she stated that many of the children suffer violence and abuse by their parents and/or siblings. The behavior is attributed to alcoholism, poverty, culture, and a myriad of social issues. Yuri and his staff are committed to teaching the children moral values and empowering them on how to stop the cycle of violence; knowledge that perhaps their parents may not teach them otherwise.
hi, i applied to volunteer at Aldea Yanapay, i’m from the UK and 19 so it is definately going to be a huge change, but i dont speak much spanish hich could make it harder. but you make it sound amazing. i’ve volunteered in different countries doing sort of the same thing, and in both of them i didnt really speak the language but i always had someone who did who acted as my translator. Anyway i’m a little worried about the whole language thing, is it a huge problem?
Hi, it all depends on how long you want to volunteer and what you hope to obtain from the experience. If you’re staying for some time, you can take Spanish lessons in Cusco. There will be no Interpreters for you to rely on at the school so I suggest that you have some command of the language before your trip. If you have any further questions, please feel free to e-mail me at elizabeth@oneforthebooks.org.