The Case “motivation to take on or engage with the identity as historian, scient

The Case
“motivation to take on or engage with the identity as historian, scientist, mathematician, or literary critic/writer may be waning as students enter secondary schools with little evidence that disciplinary knowledge or practice is meaningful for their lives.” (Moje, 2008, p. 4) 
Of course, we want our students to be excited about what we plan to teach but keeping students engaged in the learning process can sometimes be challenging. Think of the art student who claims ” I’m no good at art,” the math student who says, “I’m not a math person”, and the physical education student who says “P.E. just isn’t for me.”
The Prompt
Imagine these students are sitting in your class. Keeping this scenario in mind, describe the ways you could fold these learners into the norms and practices of your disciplinary community. 
Make sure to address: 
What discipline-specific practices could you engage your learners in to encourage them to try on new disciplinary identities? 
How could you recognize and leverage learners’ participation in Discourses outside your own discipline? (consider: other school-based Discourses as well as outside-of-school Discourses)
How could asset-based approaches affirm this young person’s identity in your classroom? (integrate ideas from multiple asset-based approaches from your readings in your explanation)
Reply with a thorough response to the case, as it pertains to your discipline. Cite not only our readings but also at least one external source that is unique to your discipline. You can reference readings from this week or from previous weeks. Your case response should reflect critical thinking, careful consideration of a diverse set of learners, and a creative approach to problem-solving. The length should be around 300 words.