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Designed as a comprehensive resource on spatial thinking, experimental pedagogy, and academic practices, this archive serves as a record for reference and critical analysis. 

More than a traditional institutional repository, it is envisioned as an "Archive of Ideas," structured to mirror the conceptual and intellectual framework of SEA. The platform captures specific engagements, explorations, and pedagogical reorientations, expressing the school's distinct set of practices constituted by its students and teachers. 

The collection encompasses intellectual articulations—from course books and objectives to studio briefs and lectures—alongside a  documentation of student work, field studies, and thesis projects. Through this structure, the archive navigates complex inquiries into typologies, ontologies, and genealogies, while exploring themes of environment, urbanisation, futures, and ethics. It serves as a space for rethinking geographies and histories of type, offering the school's co-learning experiments and its ongoing articulation of space and form.


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Learning Ecologies and Spatial Form: The Case of Municipal Schools in G(S) Ward, Mumbai

 Institutions and Typology
Sandeep Saive, 2018


In South Mumbai, one can find at every two kilometres a municipal school. In Parel, the area that I have lived in since my childhood, I have observed that during the last few years many of the municipal schools are receiving low student enrolment, and are therefore, under-utilized. As a result, some of these schools either have shut down or are becoming hybrids by incorporating new non-educational programs such as NGO offices, clinics, Aadhar card offices and voter identity card offices, and even temporary programs such as medical camps and marriage functions, in the school building, for their financial sustenance.

Many of the municipal school buildings are not well designed. In some cases, the school buildings are congested, as there are no open spaces for the student to use. In other cases, although the school has open spaces, the design of classrooms and corridor spaces do not allow them to maximize the use of movement and open spaces. In private schools, students often find a much better physical learning environment. In addition, learning does not happen in four walls of the classroom but also in the interaction spaces of buildings, open spaces around the building as well as in the street adjoining the school.

Therefore, my concern is what could be the future spatial form of these schools and their learning environment? The thesis argues that the spatial quality of the school has a direct co-relationship to the quality of education, as much as a good education and good teachers has. Without a creative up gradation these schools will end up with poor quality of education, the remaining schools will also slowly shut down, and they will continue to be used for other functions that we have already started seeing, taking over.



Read also under ‘Institution and Typology’:

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Architecture of Transactions


Institutions and Typology
Akshata Shenoy, 2018
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De-schooling Architecture


Institutions and Typology
Anjali Agrawal, 2021
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Urban heritagization: conserving memory of the city

Institutions and Typology
Anjan Kudtarkar, 2021
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Architecture and power: a case in public buildings

Institutions and Typology
Archiit Chhatterjee, 2018
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Degrees of exclusivity in educational campuses

Institutions and Typology
Helee Doshi, 2021
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Of curricula and learning spaces: Delhi’s learning environments

Institutions and Typology
Manasi Thacker, 2019
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Publicness of research ‘space’


Institutions and Typology
Parth Solanki, 2021
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Architecture of Jain religious institutions

Institutions and Typology
Pooja Temkar, 2019
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Urban temples: synthesis of emerging worship spaces in urban environment

Institutions and Typology
Radhika Rathi, 2019
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