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Since the riots of 1991, visions of school have been profoundly transformed in Mali. Indeed, the events of the 1990s mark a radical shift, with the number of primary school teachers more than doubling in less than eight years. And this “explosion” has given rise to new types of schools. In its examination of the significance of social transformations in present day Mali, this article asks questions about the relationship between democratic experimentation and the appropriation of schools.