Learning from the fieldwork to the fieldwork as learning. A reversed pedagogy experience
DOI:
https://doi.org/10.14428/emulations.039-40.02Keywords:
Stage de terrain, ethnographie, ethnologie, pédagogie, méthode, apprentissageAbstract
Based on several years of experience supervising ethnology field studies, this article proposes a reflection on the issues and methods of learning about fieldwork, from the point of view of both teachers and students. It examines both the transformations that this learning has undergone over the years and the ones that it brings about in pedagogical practices. Examining the context of field survey teaching leads an analyze the effects of a reverse pedagogy, while taking into account the heuristic importance of the dialogue between complementary pedagogical instruments (teaching and fieldwork) which are crucial in research training through research.