The book explores the multifaceted perspectives on community schools in Mali, analyzing stakeholder experiences at international, national, and local levels. It investigates varying definitions of "community" schools and highlights the complexities in communication among stakeholders. The study reveals both consensus and disagreement regarding the schools' roles in addressing local needs versus broader educational goals. While these schools provide opportunities for marginalized children, their effectiveness in fostering social change and development in rural areas remains contentious, often aligning more with traditional educational frameworks.
