Passing on the field survey through the test

Abstract

This double issue of Émulations. Revue de Sciences sociales is an invitation to reflect on what happens when fieldwork itself become an object of research, and namely on our own pedagogical practices in teaching fieldwork survey. Each paper in this issue constitutes a unique story about teaching fieldwork, and they together address a wide variety of situations: fieldwork teaching, classroom teaching, and fieldwork training in vocational schools. Across this diversity of contexts, each of the 12 papers describes teaching and learning practices that are reflexive and interactive. The papers explore the creation of educational environments that enable inductive learning. The authors also consider the impact of pedagogical reforms in the social sciences, including the re-organization of university programs and the “universitarisation” of technical and vocational training. The papers in this issue transparently address the challenges and even the limits of the pedagogical approaches they present. Doig so allows the authors to highlight the value of fieldwork training and the potential of its role at the crossroads of research and education.