Pub Date : 2019-01-30DOI: 10.14324/111.444.IJSP.2019.V7.1.007
Elisabet Cedersund, Lisbeth Eriksson, Bibbi Ringsby Jansson, Lars Svensson
This article focuses on social pedagogy and how social pedagogical approaches are used in Swedish welfare contexts. Social pedagogy as a phenomenon has existed in a variety of settings and during different periods of time. However, the meaning of social pedagogy as a concept depends to a great extent on the context in which it occurs, and the concept therefore has various connotations. The aim of this article is to analyse and discuss trends, directions and goals in social pedagogical practice. Three research projects (cases) are described, analysed and related to three theoretical models. The three cases – (1) a ‘drive-in football’ project for young people in a suburb, (2) an alternative residential caresetting for young people with learning disabilities, and (3) a ‘future workshop’ for older people – involved different situations and different audiences, all with elements of marginalisation and exclusion. The analysis of the three examples shows that social pedagogical practice in the Swedish context is characterised by the challenge of balancing the tensions between the individual and the collective, between emancipation and adaptation and between action and negotiation. The social pedagogical activities are also characterised by the fact that they all contain social, practical and existential dimensions of social support and an approach rooted in ethical core values.
{"title":"Social pedagogical practices in Swedish welfare contexts","authors":"Elisabet Cedersund, Lisbeth Eriksson, Bibbi Ringsby Jansson, Lars Svensson","doi":"10.14324/111.444.IJSP.2019.V7.1.007","DOIUrl":"https://doi.org/10.14324/111.444.IJSP.2019.V7.1.007","url":null,"abstract":"This article focuses on social pedagogy and how social pedagogical approaches are used in Swedish welfare contexts. Social pedagogy as a phenomenon has existed in a variety of settings and during different periods of time. However, the meaning of social pedagogy as a concept depends to a great extent on the context in which it occurs, and the concept therefore has various connotations. The aim of this article is to analyse and discuss trends, directions and goals in social pedagogical practice. Three research projects (cases) are described, analysed and related to three theoretical models. The three cases – (1) a ‘drive-in football’ project for young people in a suburb, (2) an alternative residential caresetting for young people with learning disabilities, and (3) a ‘future workshop’ for older people – involved different situations and different audiences, all with elements of marginalisation and exclusion. The analysis of the three examples shows that social pedagogical practice in the Swedish context is characterised by the challenge of balancing the tensions between the individual and the collective, between emancipation and adaptation and between action and negotiation. The social pedagogical activities are also characterised by the fact that they all contain social, practical and existential dimensions of social support and an approach rooted in ethical core values.","PeriodicalId":32323,"journal":{"name":"International Journal Pedagogy of Social Studies","volume":"31 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80639776","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-01-30DOI: 10.14324/111.444.IJSP.2019.V7.1.009
J. Pouwels
This paper re-examines the key text Pedagogy of the Oppressed in order to gain an understanding of the nature, valuation and pedagogical use of conflict as perceived by Paulo Freire. I found that conflicts are at the very heart of Freire’s educational philosophy and educational practice. Oppressive domination, whether through conquest, divide and rule, manipulation or cultural invasion, entails contradictions which are the core elements for understanding social injustice and inequality. Traditional (banking or deposit) education serves mainly as a continuation of this painful situation instead of helping to change it. Liberation through problem-posing education is able to change the oppressive situation towards a more humanised society. Struggle and fight are necessary to liberate and educate the people and change the oppressing reality. The concept of conflict is dialectical by nature and Freire recognises the importance and educational power of contradictions, yet strives to surmount the contradictions by changing the great power imbalance in social reality towards a more balanced, humanised reality. The valuation of conflict is such that it becomes the very content of liberating and transformative education in ‘generative themes’ uncovering ‘limit-situations’. Limit situations always contain contradictions. The paper ends with a few lessons learned to reconsider and reinvent the teaching of the conflicts in education in a new way. Among these lessons is the awareness that contradictions are not incompatible incongruities which are irreconcilable and mutually exclusive, but in need of each other (hence the title); that transformative changes create feelings of anxiety and fear in people; that people might not want to be liberated, and arguably not in the way educators want; that education has two contradictory tasks, that is socialisation and liberation at the same time; and finally that a transformative pedagogy needs to include the oppressor’s voice and position, an oppressor that is seen not as an enemy but as an opponent. Together they form a unity.
{"title":"We are in need of each other. Paulo Freire and the role of conflicts in education","authors":"J. Pouwels","doi":"10.14324/111.444.IJSP.2019.V7.1.009","DOIUrl":"https://doi.org/10.14324/111.444.IJSP.2019.V7.1.009","url":null,"abstract":"This paper re-examines the key text Pedagogy of the Oppressed in order to gain an understanding of the nature, valuation and pedagogical use of conflict as perceived by Paulo Freire. I found that conflicts are at the very heart of Freire’s educational philosophy and educational practice. Oppressive domination, whether through conquest, divide and rule, manipulation or cultural invasion, entails contradictions which are the core elements for understanding social injustice and inequality. Traditional (banking or deposit) education serves mainly as a continuation of this painful situation instead of helping to change it. Liberation through problem-posing education is able to change the oppressive situation towards a more humanised society. Struggle and fight are necessary to liberate and educate the people and change the oppressing reality. The concept of conflict is dialectical by nature and Freire recognises the importance and educational power of contradictions, yet strives to surmount the contradictions by changing the great power imbalance in social reality towards a more balanced, humanised reality. The valuation of conflict is such that it becomes the very content of liberating and transformative education in ‘generative themes’ uncovering ‘limit-situations’. Limit situations always contain contradictions. The paper ends with a few lessons learned to reconsider and reinvent the teaching of the conflicts in education in a new way. Among these lessons is the awareness that contradictions are not incompatible incongruities which are irreconcilable and mutually exclusive, but in need of each other (hence the title); that transformative changes create feelings of anxiety and fear in people; that people might not want to be liberated, and arguably not in the way educators want; that education has two contradictory tasks, that is socialisation and liberation at the same time; and finally that a transformative pedagogy needs to include the oppressor’s voice and position, an oppressor that is seen not as an enemy but as an opponent. Together they form a unity.","PeriodicalId":32323,"journal":{"name":"International Journal Pedagogy of Social Studies","volume":"50 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84707778","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-09-28DOI: 10.14324/111.444.IJSP.2018.V7.1.006
Aino Hannula
The participation in the public discourse belongs to the democratic citizenship. A part of population, however, is excluded from the common discussion. This paper describes how the photography group Camera Obs., which principally contained unemployed people in Helsinki, through a dialogical process creates pictorial voice from their own everyday life and brings it visible also to other people. The research focuses on the process from the beginning of the project to its first exhibition during the years 2004–2006. As a theoretical background, Paulo Freire’s ideas of dialogue and voice creation, combined by Vygotsky’s and Mezirow’s concept of meaning-making, have been applied. The research is conducted by participatory action research approach. The material consists of observations, interviews and photos taken by the participants. In describing the advance of the meaning-making, the method of narrative change accounting is used. The paper concludes that the group, through reflective dialogue, created a pictorial voice about its member’s lifeworlds. The photo exhibition of Camera Obs. conveyed the message about loneliness and isolation, which reached the spectators of the exhibition. To the participants of the group, the successful common photography working, the reciprocity with the audience and the publicity, gave experience and courage for the civic activity.
{"title":"The pictorial meaning-making in a community project in Helsinki. Freirean interpretations of a dialogical process","authors":"Aino Hannula","doi":"10.14324/111.444.IJSP.2018.V7.1.006","DOIUrl":"https://doi.org/10.14324/111.444.IJSP.2018.V7.1.006","url":null,"abstract":"The participation in the public discourse belongs to the democratic citizenship. A part of population, however, is excluded from the common discussion. This paper describes how the photography group Camera Obs., which principally contained unemployed people in Helsinki, through a dialogical process creates pictorial voice from their own everyday life and brings it visible also to other people. The research focuses on the process from the beginning of the project to its first exhibition during the years 2004–2006. As a theoretical background, Paulo Freire’s ideas of dialogue and voice creation, combined by Vygotsky’s and Mezirow’s concept of meaning-making, have been applied. The research is conducted by participatory action research approach. The material consists of observations, interviews and photos taken by the participants. In describing the advance of the meaning-making, the method of narrative change accounting is used. The paper concludes that the group, through reflective dialogue, created a pictorial voice about its member’s lifeworlds. The photo exhibition of Camera Obs. conveyed the message about loneliness and isolation, which reached the spectators of the exhibition. To the participants of the group, the successful common photography working, the reciprocity with the audience and the publicity, gave experience and courage for the civic activity.","PeriodicalId":32323,"journal":{"name":"International Journal Pedagogy of Social Studies","volume":"393 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76670814","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-09-28DOI: 10.14324/111.444.IJSP.2018.V7.1.003
Vilborg Jóhannsdóttir, Jóna G. Ingólfsdóttir
The profession of social pedagogues (SPs) in Iceland provides services for a diverse group of people, particularly disabled people of all ages within variety of community settings with inclusive and rights-based practices as their primary professional responsibility. Social pedagogues (SPs) in Iceland have been part of the primary school professional community since the 1974 law on compulsory education opened up the schools for disabled children. This article is based on the school part of an ongoing study which focuses on the role, status and professional developmental needs of SPs in Iceland within their diverse work settings in light of the rights-based demands made by the CRPD. The aim of the school part is to explore, describe and interpret the views and understandings of SPs about the social pedagogue as a contributing actor within inclusive primary schools in Iceland. The data is derived from two main sources; the participants provided texts from a half-open questionnaire and focus group interviews. The analysis is performed with the help of the expansive learning theory within the cultural-historical activity theory framework (CHAT). The findings indicate a large mismatch between policy ideals, the SPs’ professional human-rights based values and the reality SPs face within inclusive schools. Thus, we argue that it is important to acknowledge and utilise the SPs professional expertise embedded in the human rights approach and their innovative practices as part of transformative expansive learning culture and collective change effort in accordance with Article 24 in the CRPD.
{"title":"Social pedagogy in a human rights context: Lessons from primary schools in Iceland","authors":"Vilborg Jóhannsdóttir, Jóna G. Ingólfsdóttir","doi":"10.14324/111.444.IJSP.2018.V7.1.003","DOIUrl":"https://doi.org/10.14324/111.444.IJSP.2018.V7.1.003","url":null,"abstract":"The profession of social pedagogues (SPs) in Iceland provides services for a diverse group of people, particularly disabled people of all ages within variety of community settings with inclusive and rights-based practices as their primary professional responsibility. Social pedagogues (SPs) in Iceland have been part of the primary school professional community since the 1974 law on compulsory education opened up the schools for disabled children. This article is based on the school part of an ongoing study which focuses on the role, status and professional developmental needs of SPs in Iceland within their diverse work settings in light of the rights-based demands made by the CRPD. The aim of the school part is to explore, describe and interpret the views and understandings of SPs about the social pedagogue as a contributing actor within inclusive primary schools in Iceland. The data is derived from two main sources; the participants provided texts from a half-open questionnaire and focus group interviews. The analysis is performed with the help of the expansive learning theory within the cultural-historical activity theory framework (CHAT). The findings indicate a large mismatch between policy ideals, the SPs’ professional human-rights based values and the reality SPs face within inclusive schools. Thus, we argue that it is important to acknowledge and utilise the SPs professional expertise embedded in the human rights approach and their innovative practices as part of transformative expansive learning culture and collective change effort in accordance with Article 24 in the CRPD.","PeriodicalId":32323,"journal":{"name":"International Journal Pedagogy of Social Studies","volume":"22 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76904950","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-09-28DOI: 10.14324/111.444.IJSP.2018.V7.1.005
J. Häkli, Riikka Korkiamäki, K. P. Kallio
The public welfare services provided to children and young people in Finland have proved insufficient and costly. Some concerns have also been voiced about the ways in which measures intended as supportive end up labelling their recipients as ‘problem youth’. In response, alternatives to the dominant ‘early intervention’ paradigm have been developed, with emphasis on preventive support for children and youth in general. In line with these policies, this article introduces the idea of ‘positive recognition’, developed in our recent study. Drawing from recognition theories, and in collaboration with professionals working with children and youth, we have developed a theoretically informed practical approach to fostering children and young people’s wellbeing at large, as part of everyday professional practices in institutional and non-institutional settings, and explored its potential in the prevention of social problems and marginalisation among children and youth. The paper provides a brief overview of the theoretical background of positive recognition in the context of social pedagogy, introduces how the approach can be implemented in professional practices with children and young people, and discusses the potentials of these alternative welfare practices to social pedagogy in Finland and beyond.
{"title":"‘Positive recognition’ as a preventive approach in child and youth welfare services","authors":"J. Häkli, Riikka Korkiamäki, K. P. Kallio","doi":"10.14324/111.444.IJSP.2018.V7.1.005","DOIUrl":"https://doi.org/10.14324/111.444.IJSP.2018.V7.1.005","url":null,"abstract":"The public welfare services provided to children and young people in Finland have proved insufficient and costly. Some concerns have also been voiced about the ways in which measures intended as supportive end up labelling their recipients as ‘problem youth’. In response, alternatives to the dominant ‘early intervention’ paradigm have been developed, with emphasis on preventive support for children and youth in general. In line with these policies, this article introduces the idea of ‘positive recognition’, developed in our recent study. Drawing from recognition theories, and in collaboration with professionals working with children and youth, we have developed a theoretically informed practical approach to fostering children and young people’s wellbeing at large, as part of everyday professional practices in institutional and non-institutional settings, and explored its potential in the prevention of social problems and marginalisation among children and youth. The paper provides a brief overview of the theoretical background of positive recognition in the context of social pedagogy, introduces how the approach can be implemented in professional practices with children and young people, and discusses the potentials of these alternative welfare practices to social pedagogy in Finland and beyond.","PeriodicalId":32323,"journal":{"name":"International Journal Pedagogy of Social Studies","volume":"33 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84686308","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-09-28DOI: 10.14324/111.444.IJSP.2018.V7.1.004
Minni Matikainen, Perttu Männistö, Aleksi Fornaciari
In this article, we studied how well teacher education in Finland is able to answer the changing needs of the contemporary world. More precisely, we focussed on the question of how well an alternative teacher education model guides teacher students’ agency towards a transformational view of the teaching profession, making it possible for schools to enable social change. This question was studied in the framework of critical social pedagogy. The data for this article was collected ethnographically by observing meetings in the Critical Integrative Teacher Education (CITE) programme at the University of Jyväskylä in 2015–2017. The analysis is based on a theoretical background in which we outline two different discourses on the concept of teachers’ agency. The first promotes schools’ role in conservation; teachers are expected to educate obedient and uncritical citizens to maintain steady economic growth. The second discourse is defined as critical and emancipatory, where the education pursues transformation in students’ underlying attitudes and a deeper understanding of education and society. The results showed that the CITE model fosters teacher students’ critical self-reflection and understanding of group phenomena considering education. The students’ ability to understand schools in a social context also develops. However, CITE seems to struggle in transforming the students’ thinking and understanding into actions. According to the data, feelings of inability, cynicism and a lacklustre ability to understand concretely how teachers can have an impact on society through their profession prevent a more complete transformation in the students’ everyday modes of action. A stronger community perspective, collaboration with institutions outside teacher education, the enabling of group-oriented action and the provision of real-life experiences regarding the transformation could better help to develop future teachers’ agency towards transformational views.
{"title":"Fostering transformational teacher agency in Finnish teacher education","authors":"Minni Matikainen, Perttu Männistö, Aleksi Fornaciari","doi":"10.14324/111.444.IJSP.2018.V7.1.004","DOIUrl":"https://doi.org/10.14324/111.444.IJSP.2018.V7.1.004","url":null,"abstract":"In this article, we studied how well teacher education in Finland is able to answer the changing needs of the contemporary world. More precisely, we focussed on the question of how well an alternative teacher education model guides teacher students’ agency towards a transformational view of the teaching profession, making it possible for schools to enable social change. This question was studied in the framework of critical social pedagogy. The data for this article was collected ethnographically by observing meetings in the Critical Integrative Teacher Education (CITE) programme at the University of Jyväskylä in 2015–2017.\u0000 The analysis is based on a theoretical background in which we outline two different discourses on the concept of teachers’ agency. The first promotes schools’ role in conservation; teachers are expected to educate obedient and uncritical citizens to maintain steady economic growth. The second discourse is defined as critical and emancipatory, where the education pursues transformation in students’ underlying attitudes and a deeper understanding of education and society.\u0000 The results showed that the CITE model fosters teacher students’ critical self-reflection and understanding of group phenomena considering education. The students’ ability to understand schools in a social context also develops. However, CITE seems to struggle in transforming the students’ thinking and understanding into actions. According to the data, feelings of inability, cynicism and a lacklustre ability to understand concretely how teachers can have an impact on society through their profession prevent a more complete transformation in the students’ everyday modes of action. A stronger community perspective, collaboration with institutions outside teacher education, the enabling of group-oriented action and the provision of real-life experiences regarding the transformation could better help to develop future teachers’ agency towards transformational views.","PeriodicalId":32323,"journal":{"name":"International Journal Pedagogy of Social Studies","volume":"102 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86961563","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-07-23DOI: 10.14324/111.444.IJSP.2018.V7.1.001
Alex Jones
Social pedagogy encourages practitioners to view everyday situations as potential learning opportunities for young people and to support them to learn through doing rather than being told. This article uses a reflective account from an experienced residential care practitioner to illustrate how creating a space in sports activities for young people to learn together and support each other to solve problems can provide an opportunity for young people to develop valuable interpersonal skills and relationships with each other.
{"title":"A good day at work. But what really is a good day at work?","authors":"Alex Jones","doi":"10.14324/111.444.IJSP.2018.V7.1.001","DOIUrl":"https://doi.org/10.14324/111.444.IJSP.2018.V7.1.001","url":null,"abstract":"Social pedagogy encourages practitioners to view everyday situations as potential learning opportunities for young people and to support them to learn through doing rather than being told. This article uses a reflective account from an experienced residential care practitioner to illustrate how creating a space in sports activities for young people to learn together and support each other to solve problems can provide an opportunity for young people to develop valuable interpersonal skills and relationships with each other.","PeriodicalId":32323,"journal":{"name":"International Journal Pedagogy of Social Studies","volume":"36 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77284539","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-07-01DOI: 10.14324/111.444.IJSP.2018.V7.1.002
E. Paulsen, Arvid Lone
The objective of this study was to gain insight into the process that occurs when young people establish positive emotional relations with staff in ‘treatment collectives’ in Norway. Eighteen young people living in two social pedagogy-based treatment collectives were interviewed regarding their relationships with the treatment staff. Because positive relationships have been shown to be of great importance for the outcomes of treatment, this study’s main objective was to obtain insight into what the young people found important when establishing such relationships with staff members. Our findings suggest that certain of the collective’s structural factors and staff’s personal factors contributed to the establishment of positive youth–staff relations. The main structural factor is that the core staff are resident with the young people, and the resulting continuity and trust this engenders. The main personal staff factors are attention, persistence and genuine personal affection shown for the young people in their care.
{"title":"Factors in establishing positive youth–staff relations in social pedagogy-based Norwegian treatment collectives: A study of young people’s impressions and experiences","authors":"E. Paulsen, Arvid Lone","doi":"10.14324/111.444.IJSP.2018.V7.1.002","DOIUrl":"https://doi.org/10.14324/111.444.IJSP.2018.V7.1.002","url":null,"abstract":"The objective of this study was to gain insight into the process that occurs when young people establish positive emotional relations with staff in ‘treatment collectives’ in Norway. Eighteen young people living in two social pedagogy-based treatment collectives were interviewed regarding their relationships with the treatment staff. Because positive relationships have been shown to be of great importance for the outcomes of treatment, this study’s main objective was to obtain insight into what the young people found important when establishing such relationships with staff members. Our findings suggest that certain of the collective’s structural factors and staff’s personal factors contributed to the establishment of positive youth–staff relations. The main structural factor is that the core staff are resident with the young people, and the resulting continuity and trust this engenders. The main personal staff factors are attention, persistence and genuine personal affection shown for the young people in their care.","PeriodicalId":32323,"journal":{"name":"International Journal Pedagogy of Social Studies","volume":"116 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80375384","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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