ABSTRACT
The value of the situated-mediated identity theory is its interpretation of human interactions and meaning systems in school settings without having to account for each person's racial identity, White identity, ethnic identity, and so on, in the process. Exposition in background knowledge includes the educational psychology, human development theory, and learning theory most educators acquire in their teacher preparation. The additional theoretical constructs in cultural psychology, semiotics, sociology, and anthropology helped to articulate the situated-mediated identity theory as a sociocultural framework and as a conceptual tool for change. The more critical thinker tries to read beyond the immediate or apparent signification, to the historical, social, and cultural production of the image. The application of cultural practices inquiry requires researching, recognizing, and including those symbolic resources of culture to be figured into the school learning community.
