Bamako means crocodile
river in the Bambara
language.

Bamako is the capital city of Mali and the 7th largest city in west Africa. It has been an important trading post since before the area

was controlled by the Songhai empire in the 15th century.¹ Secondary to Timbuktu for most of its existence, Bamako was made the colonial capital by the French in 1908.² Mali became an independent country in 1960, between 1960 and 1980, the population of the city more than trippled.³ There has been significant deforestation in Mali, resulting in the loss of indigenous foliage.⁴ As a result of rural-urban migration, the impacts of deforestation can also be seen in Bamako.

This loss of vegetation has flooding implications, flash flooding has become more common in this geographical area as a result of urbanization and subsequent deforestation.⁵ Since then, rural migration has fuelled the growth of the city.

Our proposal engages Vernacular
design strategies to create
microclimatic conditions

In smaller settlements, most compounds have a tree or two; these trees are taken care of by the occupants of that particular residence. Following this pattern of courtyard vegetation in vernacular settlements, planting and creating a sense of stewardship of indigenous trees within urban spaces is
proposed both in the school and on the adjacent roads. Through this, we expand the micro-climate, educate the students about the environmental benefits of re-forestation, and begin the process of alleviating some of the impacts of flooding.

Taking cues from vernacular buildings such as the Loam Mosque and the traditional Malian house, the proposal is shielded by a thermal mass cloak regulating temperature in the school. The building makes use of regulated cross ventilation through thin slits in the north and south facades. A microclimate is created within the urban climate in the school through the introduction of a green roof and a green courtyard.

The proposal engages further with the vernacular by engaging local artisans to carve the large main doors of the school in the tradition of the Dogon people of Mali, educating students and the public about vernacular artistic expression, providing an opportunity for the urban population to have discourse about their symbology and culture by their rural counterparts.

The ‘togu na’ – grand stairs provide a formal and informal space, in the spirit of the Dogon meeting place for teaching, working, rest and conversation.

Within the school, modularity allows for the flexibility of classroom size and location; as the school grows and society changes, educational delivery methods will vary. Buildings that are responsively adaptable to demographics and culture are a crucial part of their sustainability, optimizing the built environment as a tool to better society.