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This article proposes an analysis of the dynamics at play in the discursive field of school in France. In order to account for the diversity of manifestations of dissent, we examine protest discourses at different levels of doxical diffusion: an internal report in the Ministry of National Education, reflective writings of future teachers during the professional training aswell as a political intervention relayed by the media are examples of reactions to institutional decisions that are related to the scene of enunciation from which they emerge. The notions of discursive genre, ethos and positioning are recruited to enlighten the stakes and processes of legitimization on the basis of the analyzed language configurations.