Synthesize and Apply - Essay Example

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Synthesis and Application Table of Contents I. Synthesis 3 II. Application 5 Works Cited 7 I. Synthesis The papers all point to the different ways that identity can be conjured and applied in the real world, and how identity can be seen in the context of disciplinary literacy…
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My reading preferences and experience likewise reflect on the kinds of mandatory and personally-preferred reading materials. Some are mandatory by virtue of my having to be proficient at my roles, as teacher, mother, and as a devout Muslim. Some of the readings spring from my personal preferences and personality inclinations, such as those that relate to taking care of my children and my family, as well as those that relate to my hobbies, including the design of clothing. There are also those reading materials that I both want to read, and that I have to read, by virtue of my being a Muslim teacher trying to make a positive contribution to American society, such as those that I have to go through as part of my masters training in my chosen teaching profession. I realize that my identity shapes my career choices, and that those in turn shape how and how well I am able to contribute to society and provide for the needs of my family. They form a feedback loop that reinforces my identity and my conception of family, which in turn shape the way I relate to society. Hopefully, the feedback loop is positive, and the results for both my family and personal life and my social and vocational life are all positive as well (Buehl). I synthesize Buehl in relation to my different levels of identity, and find that Buehl’s conceptions of lenses, for instance, fit in with the way my identity shapes what I read and how I read them, as well as how I apply them in my particular identity arenas. By identity arenas I mean those differing areas of my life where I assume my different identities. In the context of Buehl and disciplinary literacy, this implies that I read from the lens of my chosen vocation and formal training, as a teacher and as a masters student. Also, on another level, I read from the lens of a mother and a devout family person. Yet on another level I read from the lens of a Muslim making his way in American society and trying to fit in and be a positive force in my community. All these different lenses are aspects of the different roles that I play in my different life arenas. I realize that I bring all of those lenses with me when I read texts, interpret the readings, and apply them in my life. The varying aspects of my identity enrich rather than limit my perspective. Without my formal training and my aspirations for a masters degree, I would have fewer lenses with which to interpret what I read, and in turn I would have a more limited understanding of the texts and how they can enrich my life, the life of my family, and the life of the community that I serve. Taking a step back, Buehl also notes that disciplinary literacy is something that is not given as much attention in the arenas where I hope to serve in the future, namely the classrooms, and it is up to me, having insight into my own identities and how those can shape the way I view the texts and the world, to address the shortcomings of the classroom experience and make sure that I do my part to make my students better able to handle the challenges of being disciplinary literate. Buehl tells us that this is difficult to achieve for a number of reasons, and among the key reasons is that different students bring with them different conceptions of who they are, what they are capable of, and what they think are important in their lives. The challenge is to incorporate disciplinary lite Read More
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