In their attempts to appropriate the school-space, the children of migrant workers assume different attitudes which partake of the ambivalence typical of these populations and of their adaptations to their new social environment. Each of these attitudes is conflicting with the others, and yet can be found simultaneously in the behaviour of one particular migrant child. At each stage of school-life, one of these attitudes is more widespread than the others. The stage of taming enables the child to explore the school space. Objects and places become personalized through manipulation and through the link which the child establishes between school frame and family environment which becomes more clearly felt. The rigidity of unhomogeneoua school spaces then forces on the child a stage of domestication during which school is experienced as a fetterlock, a sum of restraints ; the semantic field of locations at school is gradually filled with constant disciplinary and mora lizing connotations. School becomes a walled in space. This totalitarianism starts a stage of pliancy in some children who readfly shape themselves to fit into the structures forced upon them. The cleansed atmosphere of the educa tional planet provides a refuge from the muggy climate of the family. The gge of refusal finds differentiated expression. A great number of children, inside school, live numbly ; this passive shunning of school can turn into actual truancy. After leaving school, refusal is expressed through the des truction of symbols of power in school. The living experience of migrant chil dren in school space reveals more explicitly the behaviours of other school children ; would-he reforms alter nothing in school apace, nor in living experience which school space both reveals and conditions. It is essential to bring school space and family space closer together to enable at last parents and children to communicate in our societies.