ABSTRACT
This chapter overviews explanation of the grounded, interdisciplinary developmental theory for promoting identities of achievement and is called situated-mediated identity theory. Situated-mediated identity theory provides the conceptual framework for a deep reading of the intersections of identity, race or ethnicity, culture, and achievement. Most identity theory draws on this traditional body of work, where the central idea is that a stable identity results from a stage-wise process of psychosocial development that is more or less completed in adolescence. Situated-mediated identity theory proposes successful social identification in school as a developmental progression of three phases, as one move from situated identity awareness, awareness of one's positioning and positionality, agency. In the situated-mediated identity framework the chapter interested in the modes of identification, not just of students, but of their teachers, as well as how the two interact in instructional discourse and activity.
