Reimagining Schools in Himachal Villages

Abstract

Schools are deeply embedded in the cultural fabric of the communities they serve, and in Himachal Pradesh, particularly in the heritage villages of Pragpur-Garli, this relationship is especially visible. Here, vernacular traditions and social ideologies directly influence how schools are organized, experienced, and valued. This research examines how cultural logics drawn from domestic and community life—such as gendered spatial divisions, collective participation, and notions of shared responsibility—shape the everyday functioning of schools. Adopting a qualitative approach, the study combines field observations of homes and schools, spatial documentation, and interviews with students, parents, and teachers. The findings reveal strong continuities between domestic practices and educational environments. Classroom arrangements, participation patterns, and school culture often reflect inherited social boundaries, resulting in the reproduction of generational hierarchies within formal learning spaces. The research argues that schools cannot be treated as neutral institutions but must be understood as extensions of community life where traditions are simultaneously reinforced and reinterpreted. For architects and interior designers, this recognition presents both a challenge and an opportunity: to design educational spaces that respect local culture while disrupting limiting ideologies. By introducing adaptive spatial strategies, schools can foster inclusivity, equity, and innovation, enabling them to serve as catalysts for social change rather than passive vessels of continuity.