This article takes a particular interest in the doings of educational standards. Accordingly, it does not discuss the contents, objectives or various states of implementation of educational standards. Rather, it follows a strange and peculiar thing and traces how it gets to work in localised practices. Building on Bruno Latour's exercises of socio-technical analysis, various modes to register and describe these practices are being put to the test. In so doing, the aim is to gather pieces of evidence on how standardising takes shape and what sorts of workings it generates. Undertaking such socio-technical exercises, this research argues, offers an entry point to readdress the ubiquity of educational standards today.
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