The Manganiyar experience: A Journey to uphold Mangniyar traditions through hybrid education
Loading...
Supplementary material
Other Title
Authors
Raithwal, Shrestha
Author ORCID Profiles (clickable)
Degree
Master of Architecture (Professional)
Grantor
Unitec, Te Pūkenga – New Zealand Institute of Skills and Technology
Date
2025
Supervisors
Pretty, Annabel
Khan, Iman
Khan, Iman
Type
Masters Thesis
Ngā Upoko Tukutuku (Māori subject headings)
Keyword
Rajasthan (India)
India
Manganiyar (Indian people)
primary school children
Indian students
Indian architecture
inclusive education
school building design
school architecture
folk music
desert architecture
cultural property
India
Manganiyar (Indian people)
primary school children
Indian students
Indian architecture
inclusive education
school building design
school architecture
folk music
desert architecture
cultural property
ANZSRC Field of Research Code (2020)
Citation
Raithwal, S. (2025) The Manganiyar experience: A Journey to uphold Mangniyar traditions through hybrid education (Unpublished document submitted in partial fulfilment of the requirements for the degree of Master of Architecture (Professional)). Unitec, Te Pūkenga - New Zealand Institute of Skills and Technology
https://hdl.handle.net/10652/7270
Abstract
RESEARCH QUESTION
How can the cultural heritage of the Manganiyar community be preserved while educating the youth of Barna village?
ABSTRACT
This research project aims to create an intersection between education, cultural preservation and traditional architectural design relating to the Manganiyar community. These elements are used to develop an integrated primary education system for ages 5-12, tailored to the Manganiyars. The site is based in Barna Village in Jaisalmer, the largest district in Rajasthan, India. The Manganiyar community are known as people of traditional folk music who relay the history of Rajasthan through oral tradition.
Despite being around since the thirteenth century, the community still faces several socio economic challenges, some of which are low literacy rates, lack of resources, limited education opportunities and orthodox gender roles. A key focus of this project involves a holistic approach when designing an education system for the Manganiyar community, and creating an integration between formal education, musical heritage and gender equality. Ensuring that Manganiyar culture and traditions are preserved while providing modern opportunities for the youth is imperative to this project.
The design consists of multi-faceted elements, including a site analysis of the Thar desert, Rajasthan's vernacular architecture and a thorough understanding of the socio-cultural roles of the Manganiyar community. Sustainable local materials, passive cooling systems and regional architectural inspiration are prioritised to mitigate harsh desert conditions. In addition, alternative teaching methods are explored, inuencing tailored teaching regimes for Manganiyar children. This includes textiles and music, and aligned teachings with gender specic constraints. Preserving the Manganiyars' role as musicians and historians is essential to the research phase.
With culturally responsive architecture and pedagogy, the school respects community values while aiming to empower the Manganiyar youth. This project will address the Manganiyar community's immediate educational needs. It also serves as a viable model for integrating Indigenous heritage preservation into formal learning environments. Through this practice, self-sufficiency and resilience are further emphasised. The Manganiyars' cultural lineage and artistic traditions are celebrated, ensuring their immortality.
Publisher
Permanent link
Link to ePress publication
DOI
Copyright holder
Author
Copyright notice
All rights reserved