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Ethnography in the field of education still faces a recognition gap from educational institutions, as well as from the world of academia, compared to the much-prized statistical survey. Howard Becker pointed this out about twenty years ago. According to the great figures of interactionist sociology, notably Becker and Goffman, the poor institutional recognition of ethnography was to be regarded as a sign of its independence from official discourse. However, a close examination of concrete field situations shows that a strict application of the ethnographic approach can seriously limit the social space available for observation. Conversely, a more pragmatic approach that takes field constraints into account could help improve surveys and therefore the heuristic interests of ethnography. This paper questions the accessibility of various social worlds, which a position of moral denunciation or expertise could overlook. It would be advisable to be open to new theoretical and practical tools for ethnography.