Abstract
This article presents the results of a study conducted in a segregated primary school, shortly after the Charlie Hebdo shootings. Interviews with the students who identify as “Muslim” show that this perception of themselves is salient in their interpretation of these events. The children react in different ways to the “republican reading” defended by their school, and particularly to the injunction to “be Charlie”. The article suggests that the context of domination in the school environment, in addition to social and ethno-racial disadvantages must be taken into account in understanding the positions of these children.