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In order to shed light on the services provided by sociology of education research on institutional practices, this contribution presents doctoral research conducted by a teacher of Traveller children who became a researcher. This article is based on theoretical frameworks stemming from the sociology of educational inequalities and the results of field research in a region that has seen the development of a coordinated policy of schooling for Traveller children for over ten years. This research makes it possible to highlight some conditions for the transformation of institutional practices by bringing the categories and results of research into line with the reflection of the stakeholders involved in training or professional activities.