This article, based in part on a doctoral thesis, seeks to problematize the concept of identity construction as it is understood in the Francophone educational system in minority contexts. In appealing to the notion of recognition as linked to the knowledge of self, others and the world (Honneth, 2002), the present engages in an act of interpretation, even of clarification, in the hopes of ultimately arriving at an understanding of identity construction which is clearer than the present one or which at least offers a glimpse of a new means of conceiving of it. Indeed, the intention is to be able render more comprehensible the experience of identity construction which, for certain educators, seems at times complex and unwieldly. The goal consists in agreeing upon the terms employed, a perspective shared by three invited experts (Réal Allard, Diane Gérin-Lajoie and Gilberte Godin) during a round table organized by the Centre de recherche et de développement en education [CRDE] at the University of Moncton in 2015. An account of the factors which might explain the emergence of this concept in recent years within the Canadian Francophonie will also be presented in this article.