ABSTRACT
This chapter pays particular attention to the cultural practices important to creating social environments that enable achievement identities through the socializing power of community. It illustrates some of the conceptual tools and practices for a cultural reconfiguration of the social environments within schools to promote development and achievement of all children. This discussion is organized into three sections according to the three types of social context represented in the middle column, which summarizes the overall situated-mediated identity framework. According to the theoretical framework, the social-cultural community, the social-symbolic community, and the community of practice constitute three degrees of the integrity and coherence of a community's meaning systems with respect to shaping identities of achievement. The chapter introduces the concept of the social-cultural community by starting with this question: What kind of cultural community do we need to enable the development of achievers and caring human beings?
