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This article investigates the relationship between political identity and public space in the communities of the Colca Valley, in Peru’s rural Andes, by examining two moments in which the built environment became a medium for formatting and engaging a local indigeneity. The first is the colonial invasion, during which the reducci´on plan condensed and dispersed “unruly” native subjects around a public square and a church. The second is the contemporary moment, in which that same space is used to stage audits, evaluations, and competitions in the context of a development paradigm shifting from service provision to investing in indigeneity by financing the promotion of entrepreneurial and agricultural practices that organizations classify as typically indigenous. This article offers two arguments: (1) in the colonial era, notions of indigenous identity configured efforts to improve and regulate daily life—or, to achieve development; and (2) through changing historical contexts, the built environment is used as a medium for defining Colcan indigeneity, deploying it to generate strategic knowledge and regulatory force, and investing it with the potential for various kinds of salvation. This approach suggests that transnational paradigms do not simply “touch down,” but also, adjust and push existing dynamics through the local media at their disposal.

This article discusses successful common grounds for children public settings that enable the harmonious intermingling of children of different backgrounds, races, and ethnicities and that encourage their social interchange, play, educational development, and collaboration. Our study focused on three types of public space that tend to bring these children together: the public school, the park, and the neighborhood community center. The research employed a variety of methods to study the interaction of children 9 to 12 years of age. Field work took place at four sites in West Los Angeles, Santa Monica, and the San Fernando Valley that enjoy a high level of intermixing and have a reputation for promoting diversity. Subjects in the research included children, teachers, and administrators. The article highlights the findings of the field work and concludes with a comparative analysis of the different settings and a discussion of the environmental and programmatic attributes that contribute to their success.