top of page


Making of an Institution

Duration of the project- Six months
Output-Three Books and a short film
Project typology- Institutional Documentation
Themes- People, Place, Pedagogy, Philosophy, Program, Projects

The documentation project for this Delhi-based School undertakes an inquiry into the institution's transformation, dedication, and visionary leadership. Departing from conventional narratives that enumerate quantitative achievements, this project seeks to unravel the nuanced narratives of human agency and institutional ethos that underpin the schools' inception and trajectory. It elucidates the implications of their collective efforts for the broader educational landscape by foregrounding the pivotal role of key leaders and stakeholders.

The documentation project adopts a multidisciplinary approach, grounded in theoretical frameworks from education studies, sociology, and organizational theory, to comprehensively elucidate the dynamic interplay of institutional structures, cultural contexts, and individual agency at the School. Central to this is the application of the "6 Ps" framework: philosophy, program, people, place, pedagogy, and projects, with a particular emphasis on the intersecting verticals of People, Place, and Pedagogy.

Drawing upon qualitative research methodologies such as in-depth interviews and narrative analysis, this segment delves into the lived experiences, motivations, and challenges of changemakers, stakeholders, and other key actors within the school community. By elevating their voices and narratives, the project uncovers the underlying values, ideologies, and relational dynamics that animate the school's institutional culture and collective identity.

Through the lens of architectural analysis, this segment scrutinizes the physical environment of the school, interrogating how spatial configurations, material artifacts, and sensory experiences mediate educational practices and cultural meanings within the school ecosystem. By attending to the embodied dimensions of space, the project highlights the symbiotic relationship between physical infrastructures and socio-cultural processes in shaping educational experiences.

Informed by critical pedagogical theory and curriculum studies, this segment interrogates the epistemological foundations, instructional practices, and curricular innovations that distinguish the pedagogical approach of the School. Through dialogic engagement with educators, curriculum developers, and students, the project builds an understanding of the philosophical underpinnings, methodological strategies, and ethical imperatives that inform the school's commitment to holistic, student-centered learning.

Contact us

bottom of page