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A major aim of the change in school timetables in France is to allow every pupil to practice cultural activities as part of learning. With new actors, activity coordinators, and associated participants, schools become an intersection site of national and local academic and educational issues. However, unity at schools functions to gloss over divides between heterogeneous views. Some students overcome such divides, and manage to acquire the different learning materials the way school usually expects. For other more academically vulnerable students, many of whom attend periurban school districts in lower socioeconomic status neighbrouhoods, these represent a heterogeneous assemblage. School stakeholders, led by divergent aims, hardly help them to connect these contents to make them academically successful, thus mortgaging the achievement of this new attempt to democratize both school and culture.