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Our dissertation in educational sciences focuses on the evolution of school justice analyses of pupils from the first generation of immigration in Marseille (France). This work is partly based on data collected as part of the ANR-funded project entitled Orientation des jeunes primo migrants (OJEMIGR). The project is based on a three-years follow-up of some fifteen migrant pupils, starting with their educational orientation. They were around 15 years old when we started our study five years ago. We interviewed them as well as their family, social workers and teachers.

One of the first results of our survey shows an experience of injustice and facts of injustice that are sometimes disarticulated. The facts of injustice are not necessarily expressed by the pupils, the neoliberal narrative (Lamont et al. 2016) is often used by these students, which undoubtedly allows them to maintain a certain dignity.

Pupils generally declare little injustice, crushed as they are by other inequalities (Lamont, 2002 and 2016, Dubet et al. 2013; Talpin et al. 2021), but some express themselves, and increasingly as the survey progresses. School guidance does not always seem to be a major concern. Even if we note the development of a form of disenchantment as time goes by, these students remain for the most part optimistic despite their troubled social and educational paths.

We highlight instability in their analysis of justice, depending on the situation in which the young people find themselves at the time of the interviews, regardless of how long they have been in France. According to the pragmatic framework, in a situation of indeterminacy, individuals refer to what their knowledge in order to analyze a situation (Boltanski & Thevenot, 1991 and 2015). In this case, we're talking about school and social standards from countries of the Global South, which sometimes seem to get students out of the classic school justice conflicts in France (Schiff, 2000 ; Armagnague, 2019). Even so, some students denounce injustices at school.

As the investigation progressed, we have adapted our methodology by interview trying to empower the young pupils we have worked with. We have tried to help them with our study in their daily problem as well as in their analysis of their situation. We would to discuss our methodological choices and their ethical impacts.