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Article d'Olivier Meunier mis en ligne le 29 juillet 2015 dans la revue en ligne International Review of Sociology/ Revue Internationale de Sociologie, vol 25, n°3, p.518-533From  a critical sociological perspective, this article advances the debate  between global schooling with political incentives and local meanings  with localized educational practices and supports. It focuses on the  role of education policies in the pursuit of social inclusion and social  justice, but also shows how local actors adapt and experiment in  managing the socio-cultural diversity of the students and the school  contexts. First, I show the issues of educational support policies in  the French context with a historical background and their  re-appropriation by local actors. Second, I present the theoretical  framework of my research (2008 to 2013), the methodology and initial  results. Last, I analyze the main qualitative results of my comparative  research in order to highlight ‘good’ or ‘bad’ educational support  practices according to various criteria, starting with interactional  socio-cultural posture between different actors.Keywords : educational support, political incentive, inclusive education, primary school, middle school, France Article à consulter à l'adresse suivante :https://www.tandfonline.com/doi/full/10.1080/03906701.2015.1065564 