A number of French universities are introducing “innovative” teaching methods, supported by ideas from the field of “university pedagogy”. Some university courses, including sport sciences, seem more receptive to these new arrangements than others. The aim of this survey (ethnographic, using interviews and analysis of digital archives) is to analyze the effects of the arrival of digital courses and the development of “university pedagogy” at different levels of the university institution. Why are these changes not perceived in the same way in different university courses? How do individuals (educational engineers, teacher-researchers, students) appropriate these arrangements? What are the effects on inequalities in access to and keeping in higher education?
Contact: Claire Piluso (claire.piluso@univ-orleans.fr)