This article analyzes the introduction of mixed school in the French educational context, problematizing the current challenges for an egalitarian school education. Therefore, it resumes, initially, classical studies developed on Sociology of Education and Science of Education fields in France, and establishes a dialogue with the British Sociology of Education. The notion of knowledge relation is presented as a bridge to discuss the hierarchic knowledge effects provoked on the schooling of girls and boys. The text highlights the necessity of a continued work in order to promote changes in the existing school inequalities.
Gender; Variable Sex; Schooling; Knowledge Relation