This article presents a reinterpretation of "internalized oppression" and "internalized domination," not as internal, psychological qualities or characteristics, but rather as sociocultural phenomena--that is, as forms of "mediated action." Mediated action entails two central elements: (1) an agent, the person who is doing the acting, and (2) cultural tools (or "mediational means"), the tools, means, or instruments appropriated from the culture and used by the agent to accomplish a given action. Such a reframing leads to a new conception of appropriated oppression and appropriated domination/privilege, both of which have significant implications for the practice of critical pedagogy in general, and what has come to be called "antioppressive education" in particular.