In other words these are future dissertation topics in history, sociology, policy studies, anthropology, etc.
Given something like NCLB, we must imagine that its beginnings, developments, and then implementation, it required many conversations. For example:
Much of the critical discussion about NCLB has focused on the overall organization of the Act summarized as "an emphasis on testing" and the impact of this emphasis on teachers. But the Act is much more complex.
But the general NCLB conversations also include a set of sub-conversations that are already themselves a product of the people involved in the original process exploring possibilities opened by, precisely, the Act they were designing. This includes, for our purposes, all the conversations that produce SES as a means of helping "failing children" and "faling schools." And also all the conversations that determine that only some schools are eligible for supplemental services, that produce the methods for identifying schools, and then identify the schools
The question then becomes: what do these people talk about? what forms of speech do they use? when? in what media (very much in the plural: glossy publications, e-mails, phone calls, the web)?
To talk of conversations "in Washington" is, for course, much too general. We must imagine (investigate) further more localized settings. For example:
in other words, we must also consider a corporation as a web of conversations among different people, under different constraints, and at different times.Conversations in the national headquarters of the corporations as they plan
Note how, in this conversation, the protagonists index various other conversations held in other webs within which both are caught (arrangement with other programs in the school vs. the legal requirements place by NYC, acting on behalf of NY State, acting on behalf of the Federal Governmen). Note how the conversation is, also, about how to "pass" as doing what one has been told to do (lying to the panoptic warden?).