Pub Date : 2023-04-04DOI: 10.1177/17577438231167549
Christer Mattsson, T. Johansson
This case study aimed to describe and analyse how students and staff at a school in a geographical area with a tradition of high neo-Nazi activism perceived and talked about racism and sexism in particular, and the ‘school climate’ in general. The case consists of 10 school professionals and 14 students. The selected school was located in a traditional mill town, once built around a dominating industry, but over the last decades it has been characterised by deindustrialisation and economic decline. The town became the founding area of the Swedish National Socialist movement during the interwar period and has since hosted vital parts of the movement, which is ongoing. Today, the local movement comprises middle-aged former skinheads who have children attending the local school. The study scrutinised the encounter between the mill town’s ingrained racism and the school’s duty to prevent racism and promote tolerance. The outcome shows how Nazi movement has generationally reproduced itself in Shortfield for a century, in the midst of the municipality and indeed also within the roams of the school’s professional work – with the teachers well aware of the continuous history – but with only people from the outside realising the problem of racism in Shortfield.
{"title":"The past and the present: Following in the footsteps of a neo-Nazi movement in a rural Sweden school","authors":"Christer Mattsson, T. Johansson","doi":"10.1177/17577438231167549","DOIUrl":"https://doi.org/10.1177/17577438231167549","url":null,"abstract":"This case study aimed to describe and analyse how students and staff at a school in a geographical area with a tradition of high neo-Nazi activism perceived and talked about racism and sexism in particular, and the ‘school climate’ in general. The case consists of 10 school professionals and 14 students. The selected school was located in a traditional mill town, once built around a dominating industry, but over the last decades it has been characterised by deindustrialisation and economic decline. The town became the founding area of the Swedish National Socialist movement during the interwar period and has since hosted vital parts of the movement, which is ongoing. Today, the local movement comprises middle-aged former skinheads who have children attending the local school. The study scrutinised the encounter between the mill town’s ingrained racism and the school’s duty to prevent racism and promote tolerance. The outcome shows how Nazi movement has generationally reproduced itself in Shortfield for a century, in the midst of the municipality and indeed also within the roams of the school’s professional work – with the teachers well aware of the continuous history – but with only people from the outside realising the problem of racism in Shortfield.","PeriodicalId":37109,"journal":{"name":"Power and Education","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2023-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47801996","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 : 2023-04-03DOI: 10.1177/17577438221146650
Mayank Mishra
The paper intends to conduct a spatial reading of civil resistance movements taking Jawaharlal Nehru University’s (JNU) #FeeMustFall in India as the case study. Amidst the penetration of neoliberal politics in public goods like health and education, the pay-per-user principle is not limited to the argument of efficiency of allocation of resources. It can be comprehended as the larger strategy of the ruling dispensation to deplatform dissent and homogenise state space on an ideological singularity catering to majoritarian and hegemonic nationalism. The paper shall focus on the spatial reading of civil resistance movements using Lefebvre’s characterisation of state space and Gramsci’s understanding of hegemony and nationalism in the context of JNU’s #FeeMustFall movement.
{"title":"Contesting spaces and civil resistance movements: A case study on India’s #FeeMustFall movement","authors":"Mayank Mishra","doi":"10.1177/17577438221146650","DOIUrl":"https://doi.org/10.1177/17577438221146650","url":null,"abstract":"The paper intends to conduct a spatial reading of civil resistance movements taking Jawaharlal Nehru University’s (JNU) #FeeMustFall in India as the case study. Amidst the penetration of neoliberal politics in public goods like health and education, the pay-per-user principle is not limited to the argument of efficiency of allocation of resources. It can be comprehended as the larger strategy of the ruling dispensation to deplatform dissent and homogenise state space on an ideological singularity catering to majoritarian and hegemonic nationalism. The paper shall focus on the spatial reading of civil resistance movements using Lefebvre’s characterisation of state space and Gramsci’s understanding of hegemony and nationalism in the context of JNU’s #FeeMustFall movement.","PeriodicalId":37109,"journal":{"name":"Power and Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135417205","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 : 2023-03-23DOI: 10.1177/17577438231164717
Kali Thompson
In the last 20 years, neoliberal ideology has heavily influenced the U.S. education system, opening public education up to private corporations as a profitable business endeavor. In this paper, I inquire ( Pierre, 2018 , 2021 ) into educational technology (edtech) teacher ambassador programs through a blog post I wrote as a former second-grade teacher and ambassador for a prominent K-12 edtech company. I argue one way these exploitative spaces operate is through educators’ attachment ( Berlant, 2011 ) to the idea of being a good enough woman teacher ( Pittard, 2015 ) fueled by neoliberal discourses of “keeping up” ( Walkerdine, 2003 ). In other words, the material-discursive apparatus of these program spaces produces a “cruel optimism” for what we could be, rather than what we are, which in turn produces further profit for edtech companies. Overall, this paper grapples with how these programs may appear or feel mutually beneficial for educators, yet are often only monetarily beneficial for edtech companies and their investors.
{"title":"The cruel optimism of educational technology teacher ambassador spaces","authors":"Kali Thompson","doi":"10.1177/17577438231164717","DOIUrl":"https://doi.org/10.1177/17577438231164717","url":null,"abstract":"In the last 20 years, neoliberal ideology has heavily influenced the U.S. education system, opening public education up to private corporations as a profitable business endeavor. In this paper, I inquire ( Pierre, 2018 , 2021 ) into educational technology (edtech) teacher ambassador programs through a blog post I wrote as a former second-grade teacher and ambassador for a prominent K-12 edtech company. I argue one way these exploitative spaces operate is through educators’ attachment ( Berlant, 2011 ) to the idea of being a good enough woman teacher ( Pittard, 2015 ) fueled by neoliberal discourses of “keeping up” ( Walkerdine, 2003 ). In other words, the material-discursive apparatus of these program spaces produces a “cruel optimism” for what we could be, rather than what we are, which in turn produces further profit for edtech companies. Overall, this paper grapples with how these programs may appear or feel mutually beneficial for educators, yet are often only monetarily beneficial for edtech companies and their investors.","PeriodicalId":37109,"journal":{"name":"Power and Education","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2023-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45701267","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 : 2023-03-16DOI: 10.1177/17577438231163279
C. S. Evans, Andrea J. Kirk-Jenkins, Bowen Lader
This article offers a current perspective on George Orwell’s 1984 (1949) utopian society in the context of 2022 and implications for higher education and society in the United States. Societies have experienced numerous issues portrayed in 1984 including power struggles and censorship, and identity politics and cancel culture are impeding an open discussion of ideas. Higher education has been considered a bastion of intellectual inquiry and spirited discussions, where faculty members are in a position of authority in the classroom. This authority can influence the learning environment and experiences; however, both faculty and students are feeling threats from various sectors both internally and externally. To address these matters, findings from various reports and studies indicate a need for greater diversity in perspectives on critical issues in academia, which could impact the preparation and the nature of learning experiences provided for students.
{"title":"1984 revisited: Implications for leaders in higher education in the United States","authors":"C. S. Evans, Andrea J. Kirk-Jenkins, Bowen Lader","doi":"10.1177/17577438231163279","DOIUrl":"https://doi.org/10.1177/17577438231163279","url":null,"abstract":"This article offers a current perspective on George Orwell’s 1984 (1949) utopian society in the context of 2022 and implications for higher education and society in the United States. Societies have experienced numerous issues portrayed in 1984 including power struggles and censorship, and identity politics and cancel culture are impeding an open discussion of ideas. Higher education has been considered a bastion of intellectual inquiry and spirited discussions, where faculty members are in a position of authority in the classroom. This authority can influence the learning environment and experiences; however, both faculty and students are feeling threats from various sectors both internally and externally. To address these matters, findings from various reports and studies indicate a need for greater diversity in perspectives on critical issues in academia, which could impact the preparation and the nature of learning experiences provided for students.","PeriodicalId":37109,"journal":{"name":"Power and Education","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2023-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47954119","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 : 2023-03-14DOI: 10.1177/17577438231163047
M. Wood, F. Su, Andrew Pennington
Examining the entanglement of democracy and social justice in education and the relationship to social mobility, this paper critiques the individualising nature of social mobility in policy discourse as inimical to human flourishing and education as a public good. The rhetoric of social mobility which responsibilises individuals for their success, without due regard to the systemic changes needed to enable this and the societal barriers to social mobility experienced disproportionately by some groups in society, is detrimental to social justice. A conception of education as a pathway to social mobility must be located in a wider vision of civic engagement in a more inclusive and fairer society. Yet civic engagement in education at the local level has been eroded, as illustrated in this paper by the example of an evolving model of school governance in England. As a corporatist, market driven reform, this model exemplifies how local democratic ties between schools and engagement with their communities can be undermined. Social mobility to enable opportunities, access and participation in democratic civic society becomes a fantasy when society is riven with systemic inequalities, lacks the necessary conditions to enable human flourishing and links to community engagement in education for democratic renewal are downplayed.
{"title":"‘You just need to work harder’: Misalignments between the rhetoric of social mobility and education for social justice","authors":"M. Wood, F. Su, Andrew Pennington","doi":"10.1177/17577438231163047","DOIUrl":"https://doi.org/10.1177/17577438231163047","url":null,"abstract":"Examining the entanglement of democracy and social justice in education and the relationship to social mobility, this paper critiques the individualising nature of social mobility in policy discourse as inimical to human flourishing and education as a public good. The rhetoric of social mobility which responsibilises individuals for their success, without due regard to the systemic changes needed to enable this and the societal barriers to social mobility experienced disproportionately by some groups in society, is detrimental to social justice. A conception of education as a pathway to social mobility must be located in a wider vision of civic engagement in a more inclusive and fairer society. Yet civic engagement in education at the local level has been eroded, as illustrated in this paper by the example of an evolving model of school governance in England. As a corporatist, market driven reform, this model exemplifies how local democratic ties between schools and engagement with their communities can be undermined. Social mobility to enable opportunities, access and participation in democratic civic society becomes a fantasy when society is riven with systemic inequalities, lacks the necessary conditions to enable human flourishing and links to community engagement in education for democratic renewal are downplayed.","PeriodicalId":37109,"journal":{"name":"Power and Education","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2023-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48904915","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 : 2023-03-10DOI: 10.1177/17577438231163045
Shai Rudin
Since the establishment of the State of Israel in 1948, only 23 Queer literary works have been published for children and adolescents in Hebrew. This paper examines the characteristics of these works in light of the ambivalent and controversial status of the LGBTQ+ community in Israel. The findings show that the few works that have been published and that present same-sex families or LGBTQ+ characters, and the manner in which Queer themes are presented in those texts, are in line with how these issues are perceived and addressed by Israeli society. Moreover, this article divides the Queer Israeli literature for children and youth into three categories: implied Queer literature that hides the Queer existence through the allegoric genre; Queer-phobic literature that seemingly presents the Queer family but in actual fact promotes homophobic stereotypes; and Queer literature that places the LGBTQ+ character or family in the center of the story without passing judgment or criticism.
{"title":"An ambivalent story: Queer children’s literature in Israel between 1986 and 2022","authors":"Shai Rudin","doi":"10.1177/17577438231163045","DOIUrl":"https://doi.org/10.1177/17577438231163045","url":null,"abstract":"Since the establishment of the State of Israel in 1948, only 23 Queer literary works have been published for children and adolescents in Hebrew. This paper examines the characteristics of these works in light of the ambivalent and controversial status of the LGBTQ+ community in Israel. The findings show that the few works that have been published and that present same-sex families or LGBTQ+ characters, and the manner in which Queer themes are presented in those texts, are in line with how these issues are perceived and addressed by Israeli society. Moreover, this article divides the Queer Israeli literature for children and youth into three categories: implied Queer literature that hides the Queer existence through the allegoric genre; Queer-phobic literature that seemingly presents the Queer family but in actual fact promotes homophobic stereotypes; and Queer literature that places the LGBTQ+ character or family in the center of the story without passing judgment or criticism.","PeriodicalId":37109,"journal":{"name":"Power and Education","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2023-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48638442","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 : 2023-03-09DOI: 10.1177/17577438231163043
N. Selwyn
This paper explores the role of material design as a form of institutional power within contemporary school settings. Drawing on concepts of ‘coercive design’ and ‘hostile architecture’ from design studies, the paper examines three ‘innovative’ designs for classroom chairs – relatively mundane but integral elements of the regulation and disciplining of school space. It is argued that the design intentions of these material objects reveal a number of constrained, conservative intentions to maintain the traditional ordered notion of the classroom as a place where students stay in their seats and engage in work. Tellingly, however, this corporeal manipulation and moderation is now couched in claims around desirable physiological and cognitive conditions for learning – with students’ bodies seen as objects to arrange and constrain in ways deemed conducive for learning. The paper problematises this de-socialised view of classrooms, alongside the underpinning sense of design solutionism and (mis)appropriation of ‘learning science’ by product designers to justify their products’ capacities to somehow cause learning to take place.
{"title":"The modern classroom chair: Exploring the ‘coercive design’ of contemporary schooling","authors":"N. Selwyn","doi":"10.1177/17577438231163043","DOIUrl":"https://doi.org/10.1177/17577438231163043","url":null,"abstract":"This paper explores the role of material design as a form of institutional power within contemporary school settings. Drawing on concepts of ‘coercive design’ and ‘hostile architecture’ from design studies, the paper examines three ‘innovative’ designs for classroom chairs – relatively mundane but integral elements of the regulation and disciplining of school space. It is argued that the design intentions of these material objects reveal a number of constrained, conservative intentions to maintain the traditional ordered notion of the classroom as a place where students stay in their seats and engage in work. Tellingly, however, this corporeal manipulation and moderation is now couched in claims around desirable physiological and cognitive conditions for learning – with students’ bodies seen as objects to arrange and constrain in ways deemed conducive for learning. The paper problematises this de-socialised view of classrooms, alongside the underpinning sense of design solutionism and (mis)appropriation of ‘learning science’ by product designers to justify their products’ capacities to somehow cause learning to take place.","PeriodicalId":37109,"journal":{"name":"Power and Education","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2023-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49393767","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 : 2023-03-08DOI: 10.1177/17577438231163041
Patricia Higgins
The purpose of this autoethnography was to contextualize a personal workplace bullying experience in higher education with the intention to promote action and change within higher education policy and practice. The research questions that guided this study were: How do I tell the story of my experience with workplace bullying in higher education? What are the personal and social impacts of my experience with workplace bullying? What strategies did I use to persevere through the workplace bullying experience? Bullying and incivility in higher education contexts persists despite having knowledge of the negative implications and desire of institutions for change. Three themes emerged in this autoethnography: (1) I don’t even recognize myself anymore; (2) Reliving past trauma: I thought that part of my life was over; and (3) Coping and Survivor’s Guilt. This autoethnography adds to the body of literature surrounding bullying and incivility in the workplace; offers examples of how workplace bullying and incivility impacted a victim’s professional and personal life, along with the victim’s psychological and physical well-being; and facilitates critical reflection on this experience in order to generate innovative methods to address the prevalence and minimize the impacts of similar experiences in the higher education environments.
{"title":"“I don’t even recognize myself anymore”: An autoethnography of workplace bullying in higher education","authors":"Patricia Higgins","doi":"10.1177/17577438231163041","DOIUrl":"https://doi.org/10.1177/17577438231163041","url":null,"abstract":"The purpose of this autoethnography was to contextualize a personal workplace bullying experience in higher education with the intention to promote action and change within higher education policy and practice. The research questions that guided this study were: How do I tell the story of my experience with workplace bullying in higher education? What are the personal and social impacts of my experience with workplace bullying? What strategies did I use to persevere through the workplace bullying experience? Bullying and incivility in higher education contexts persists despite having knowledge of the negative implications and desire of institutions for change. Three themes emerged in this autoethnography: (1) I don’t even recognize myself anymore; (2) Reliving past trauma: I thought that part of my life was over; and (3) Coping and Survivor’s Guilt. This autoethnography adds to the body of literature surrounding bullying and incivility in the workplace; offers examples of how workplace bullying and incivility impacted a victim’s professional and personal life, along with the victim’s psychological and physical well-being; and facilitates critical reflection on this experience in order to generate innovative methods to address the prevalence and minimize the impacts of similar experiences in the higher education environments.","PeriodicalId":37109,"journal":{"name":"Power and Education","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2023-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44338849","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 : 2023-03-08DOI: 10.1177/17577438231163044
S. Best
{"title":"Book Review: Piem, N (2022) Rethinking the Politics of Education (Routledge International Studies in the Philosophy of Education)","authors":"S. Best","doi":"10.1177/17577438231163044","DOIUrl":"https://doi.org/10.1177/17577438231163044","url":null,"abstract":"","PeriodicalId":37109,"journal":{"name":"Power and Education","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2023-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46198454","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 : 2023-03-06DOI: 10.1177/17577438231163042
A. Malik
After the reformation era in 1998, Islamic education, either Pesantren or Madrasah, has witnessed significant growth. Unlike during the Dutch, Soekarno, and Soeharto eras, when Islamic education remained marginalized, Indonesia recently houses the biggest Islamic education system where thousands of Pesantren become homes to Muslim children. Nonetheless, the fall of the later regime in 1998 has hitherto marked the prominence of Pesantren education nationwide along with the rise of Salafi-based Pesantren. This article aimed to discover three novel ultra-conservative variants of Salafi-based Pesantren and their contestation against other Islamic organizations promoting social tension and prejudice. Therefore, using a qualitative research method, the study’s main aim is to identify how Islamic school institutions develop influenced by the movement of Islamic groups in Indonesia, specifically Islamic boarding schools. In doing so, this study interviewed 190 informants from 39 of 8 provinces. This study unveiled three Salafi-based Pesantren variants: Salafi jihadis, Salafi Wahabi, and Salafi Haraki. These three variants of Salafi gained little attention from previous studies.
{"title":"New variants of ultra-conservative Islamic schools in Indonesia: A study on Islamic school endeavor with Islamic group movement","authors":"A. Malik","doi":"10.1177/17577438231163042","DOIUrl":"https://doi.org/10.1177/17577438231163042","url":null,"abstract":"After the reformation era in 1998, Islamic education, either Pesantren or Madrasah, has witnessed significant growth. Unlike during the Dutch, Soekarno, and Soeharto eras, when Islamic education remained marginalized, Indonesia recently houses the biggest Islamic education system where thousands of Pesantren become homes to Muslim children. Nonetheless, the fall of the later regime in 1998 has hitherto marked the prominence of Pesantren education nationwide along with the rise of Salafi-based Pesantren. This article aimed to discover three novel ultra-conservative variants of Salafi-based Pesantren and their contestation against other Islamic organizations promoting social tension and prejudice. Therefore, using a qualitative research method, the study’s main aim is to identify how Islamic school institutions develop influenced by the movement of Islamic groups in Indonesia, specifically Islamic boarding schools. In doing so, this study interviewed 190 informants from 39 of 8 provinces. This study unveiled three Salafi-based Pesantren variants: Salafi jihadis, Salafi Wahabi, and Salafi Haraki. These three variants of Salafi gained little attention from previous studies.","PeriodicalId":37109,"journal":{"name":"Power and Education","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2023-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49340943","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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