Between the Known and the Possible

Abstract

Post-conflict reconstruction in Yemen has largely focused on rapid housing provision and infrastructural repair, often relying on standardized concrete construction methods that overlook cultural identity, climatic performance, and long-term social sustainability. This project investigates how vernacular architectural principles can be reinterpreted and integrated into contemporary reconstruction processes to create resilient, culturally sensitive, and socially meaningful environments. Through the combined use of theoretical frameworks (such as critical regionalism, resilience, and place attachment theory) and case study analysis of reconstruction efforts in Beirut and Aleppo, the research establishes a foundation for a hybrid design approach that balances tradition with innovation.

The design component of the project translates these findings into a proposal for a girls’ primary school in Sana’a, Yemen. The school is positioned as a form of social infrastructure that extends beyond its educational function, acting as a catalyst for community recovery, economic participation, and collective identity rebuilding. The project responds to Yemen’s educational crisis by creating a safe, accessible, and adaptable learning environment that supports both formal education and informal social interaction.

Architecturally, the project explores the spatial and material dialogue between the familiar and the unfamiliar. Vernacular elements such as courtyards, layered thresholds, climate-responsive openings, and rammed earth construction are combined with modern structural systems, modular timber construction, and flexible programmatic layouts. This hybrid strategy allows the building to maintain cultural continuity while accommodating future growth, climatic resilience, and evolving educational needs.

Special emphasis is placed on “in-between” spaces (shaded circulation paths, courtyards, and outdoor learning areas) which are treated as primary learning environments rather than residual spaces. These transitional zones foster social interaction, collective ownership, and experiential learning, reinforcing the school’s role as a community anchor.

Ultimately, this project demonstrates how post-conflict reconstruction can move beyond purely technical or economic recovery toward a more holistic approach that integrates social, cultural, and environmental values. By positioning architecture as both a spatial and societal mediator, the project proposes a replicable model for educational infrastructure that supports long-term resilience and identity-driven urban regeneration in Sana’a and similar post-conflict contexts.