Various content analysis methods can be considered depending on the research objectives. A corpus of accounts of injustice by pupils in the third grade of secondary education in French-speaking Belgium has been processed according to two complementary methods: thematic analysis and propositional analysis. On the basis of coding, thematic analysis and propositional analysis and by crossing these methods, we discuss the typology of school injustice proposed by Dubet (1999) and throw light on conclusions of the GERESE according to which pupils’ feelings of justice are significantly linked to their self-evaluation of academic achievement.