How Independence Accelerated the Careers of Ivorian Teachers: A Connected History of Education in Côte d’Ivoire, 1958–1974
This paper assesses the shift between the colonial to the post-colonial situation in the educational system of Côte d’Ivoire from the late 1950’s to the mid-1970’s. Transitioning mechanisms are observed from the perspective of primary teachers’ career pathways. Why and how did the turn of independence catalyse the career pathways of African teachers trained under the colonial situation? And to what extent do these individual pathways reflect the political-scale change from the colonial federation of French West Africa to separate independent states in terms of education? Answering these questions requires paying great attention to (1) decision making processes including the reassignment of staff and places, the nationalisation and repurposing of the teacher training model inherited from the French Rule, (2) the variations in the international relations with France, other former colonies and new postcolonial partners, (3) the national strategies towards development, (4) the agency of individual and collective actors in the emerging civil society.