Develops the analytical framework in which inscription (i.e., grades) and actor network are the central points. Exemplifies this framework in a case study of grades and grading practices. Shows how the framework can be used to provide constructive poststructuralist analyses and how the efforts of critical and liberation pedagogies are undercut by…

Connects taken-for-granted activities to the micropolitics of differentiation in institutions such as schools. This is done by employing theoretical traditions taken from cultural studies of science and from philosophies not often found within the science education community. Analyzes the mechanisms through which grading works as a technology of…

After proposing and defining the superordinate concept of "historicality," fundamental interrelationships between time, events, memory, meaning, personal knowledge, public knowledge, and the histories of science are explored. Relevant research findings that demonstrate the confluence of scholarly thought concerning historicality across…