This chapter argues that debates over the construction or non-construction of a school at Boniville between 1930 and the end of the 1960s demonstrate the threefold originality of this colonial space. Guyane was at the same time peripheral, contested, and autonomous. It explores how, for the Boni, the school served as an instrument by which the educative norms of the coastal colonial society could be appropriated. The actions of Gran Man Difou, who initiated the school project in the 1930s, are considered in terms of strategic action and alliances. The chapter considers what material and symbolic advantages were at stake in the school’s construction—and for whom—particularly given the proximity of Dutch state actions across the river. By their support for the school project, I conclude, the Boni were able to reinforce their collective identity during a period marked by great social disruption, as they were gradually integrated into the French departmental system.
The chapter, then, sheds light on a space of mediation at the heart of a territory which itself was marginal—even to the ‘peripheral’ colony of Guyane. Via the negotiations between centre and periphery taking place there during this period, this space became the terrain for the construction of both national and regional identities.