Abstract EN:

The problematic casts a new eye on the schooling population resulting from migration : how will children of foreign origin allow themselves to succeed ? We propose the hypothesis that the links tied by the individual to both his cultures play a part in the dynamics of one's road to success. The theorical questions lead one to consider the construction of one's relationship to one's environmental world within the dialectics between permanence and change, individual and collective, sameness and difference. A definition of the process to allow to succeed enables us to examine its teaching and educational possibilities. The reader is invited in the mathematical universe around the notion of the actual infinite where the authorisation to succeed takes the dimension of opening the field to endless possibilities. The epistemological frame is inscribed in the systemic and complex mind. Three non-directed interviews constitute the field research. The young people who were interviewed are migrants and are engaged in university studies. A first analysis of the corpus had to be followed by a second one, inspired by clinical reasoning for the assertions not matching the protocol hereabove described. The results of the research show the importance of the link to a "representation of the secondary culture" in the dynamics of academic success. The construction of one's identity is engaged in a tripartite confrontation where the inner double culture of these young people leads them to operate a sort of "marginalisation". For the individual, to allow oneself to succeed demonstrates a process where heritage, accomplishment and surpassing oneself are linked in an infinite expansion movement