The perspective on scientific disciplines and their history changes once acts of transmission are viewed as power-shaped social practices. As such, they draw boundaries and deny certain bodies of knowledge entry into the disciplinary memory. This assumption also has significant implications for educational science: from this perspective, it appears not only as a collective endeavor that generates knowledge and archives the results of its research but also as a contested political project. Decisions about direction become relevant not only when it comes to the future of the discipline; conflicts can also arise regarding the past when it comes to deciding which theoretical traditions are to be remembered (and which are not), which bodies of knowledge are deemed worthy of preservation (and which are not), and which representatives of the field are acknowledged.