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This thesis is based on three observations. The concept of “mission” has received little attention in contemporary Middle Eastern studies. Furthermore, the literature on the socio-history of cultural diplomacy pays relatively little attention to the world of education, and schools as a subject of diplomacy remain largely unexplored. Finally, education is one of the neglected areas of research on the Arab world, particularly beyond the single issue of the confessionalization of education.Based on ethnographic research in MLF schools in Lebanon, the aim is to understand how relationships are forged between this mission, the Lebanese state, and the French state, and in particular, how these schools shape the political socialization and relationship to the secularization of the Lebanese state among students and staff at these institutions. Schools are thus viewed as institutions of socialization, whose political fabric must be understood in order to better examine their consequences in terms of socialization. The first part of the thesis explores how French public policies affect MLF schools in Lebanon. These schools are all linked to the Agency for French Education Abroad and are therefore dependent on French public policies. By showing the links that have existed since the early 20th century between the Mission Laïque and the Third Republic, the aim is to demonstrate that French public policies have far-reaching consequences for the Secular Mission institutions, thereby questioning the place occupied by the Lebanese state in this school ecosystem.The second part of the thesis examines how these schools are affected by the directives of the Lebanese state. Based on the discourse and practices observed, the aim is to show that Lebanese standards are exceeded, or even challenged, by MLF school stakeholders in order to offer an educational model that meets the expectations of the Lebanese socio-economic elites. This premise provides an opportunity to explore in detail the consequences of the multifactorial crisis affecting Lebanon on the school system, particularly by considering the friction between Lebanese law and the expectations of stakeholders (families, teachers, staff, etc.).This exploration of the effects of public policy allows us to examine the interactions between educational institutions that are members of the French education network. We postulate that these schools are part of an educational market. This market brings together all French educational offerings in Lebanon, explaining the Secular Mission's desire to become a secular educational niche in the Lebanese educational market, in opposition to the existing Christian and Muslim educational offerings in Lebanon, which are also affiliated with the French education network. The claim of such an educational project therefore encompasses all the discourse formulated and practices implemented within the MLF in Lebanon.The final part of the demonstration questions the effects of this socializing ambition of the French Secular Mission. Based on practices observed in the classroom, the aim is to highlight the nature of the socialization that develops in MLF schools, particularly in relation to demands for the secularization of Lebanese society. I attempt to demonstrate that both staff and students are socialized into a “secular hypothesis” that contributes to the politicization of the actors. This gives rise to new apprehensions about the Lebanese state, tending to break with political confessionalism.Ultimately, this thesis aims to contribute to the contemporary analysis of the Lebanese school system and the relationships that develop between state institutions and schools, by considering the interactions between individuals, schools, and states.