Located in the outskirts of Ahmedabad, New Faisalnagar’s marginal position has isolated its community as a result of disenfranchising town planning schemes and political developments, which have led to a clear example of structural violence. This is manifested through a systemic disregard of infrastructural needs, in which educational infrastructure becomes particularly pressing. 

The neighborhood could be seen as an amalgamation of different kinds of educational facilities, ranging from informal to formal, public to private, and varying in extension and impact. While informal institutions cater to children of their nearby streets given that parents don’t allow them to go far from their home, formal or private schools cater to families of a higher income rate that can afford private transportation.
In an overall, there is an immense diversity of schedules and educational appointments (skilled-based, religious, state curriculum, etc.) amongst the array of institutions, catering very differently to the community on a basis of gender and language. However, most of these institutions are restricted to the bounds of one classroom and hence do not have complementary facilities like libraries, study rooms or even playgrounds. 

Therefore, we proposed a project to cater to these needs from a frugal standpoint. This is a library on the move.

Now, given that such equipment does not exist in the area despite its pressing demand, we proposed a project that could be implemented promptly and could reach as many children as possible. Our strategy was to coordinate with local schools, gyan shaalas and aanganwadis, in such a way that the library could circulate through them in specific schedules. In that manner, the different groups of students could have equivalent access to this resource despite the geographical distance between them.
The object as such is composed of three basic parts: a threshold (as place for gathering and displaying general information, time tables and procedures), a book rack (where books would be organized by genre, language and so on) and the reading space (where about six children could be sitting at once). It was also conceived as a community equipment, which would increasingly incentivize engagement with educational resources, especially amongst children.