This paper scrutinizes the advancement of knowledge on socio-spatial inequalities in access to knowledge in France. Although this object encompasses many societal issues, empirical research devoted to it remains embryonic. The comprehensive one we present here is a relatively isolated case. After recalling the overall situation of schooling inequality in France, the text focuses on the research genesis. It particularly emphasizes the methodological stakes of studying the variations of educational attainment in different contexts of schooling and the need to avoid dissociating the impact of social and spatial factors in our analyses. Taking a combination of both into account is now one of the levers that renew the approaches in sociology of education.
Inequalities; Knowledge; Curriculum; Space; Territory; Social classes
