Pub Date : 2022-07-26DOI: 10.1080/15595692.2022.2106210
Orly Ganany-Dagan, Rajeh Amasha, Adi Vitman-Schorr, Zainada Ilatov
ABSTRACT This research probed the acculturation model of migration of Druze in Israel from their villages to cities. Little research has been published to date on the migration of Druze. The Druze migration experience from and within Israel can add knowledge about a unique cultural group in Israel. The present findings indicate a process in which Druze men and women moved from villages to cities in Israel for short and long periods, in pursuit of academic education and professional training. Berry’s typology of acculturation partly explained the results. Accordingly, we suggest modification of the theory.
{"title":"Flexible migration: the case of the Druze in Israel","authors":"Orly Ganany-Dagan, Rajeh Amasha, Adi Vitman-Schorr, Zainada Ilatov","doi":"10.1080/15595692.2022.2106210","DOIUrl":"https://doi.org/10.1080/15595692.2022.2106210","url":null,"abstract":"ABSTRACT This research probed the acculturation model of migration of Druze in Israel from their villages to cities. Little research has been published to date on the migration of Druze. The Druze migration experience from and within Israel can add knowledge about a unique cultural group in Israel. The present findings indicate a process in which Druze men and women moved from villages to cities in Israel for short and long periods, in pursuit of academic education and professional training. Berry’s typology of acculturation partly explained the results. Accordingly, we suggest modification of the theory.","PeriodicalId":39021,"journal":{"name":"Diaspora, Indigenous, and Minority Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78539708","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 : 2022-07-14DOI: 10.1080/15595692.2022.2098275
B. Fateye, O. Osuolale, T. Omotoriogun
{"title":"Culturally and contextually adapted co-teaching: a case study of collaboration with the diaspora in undergraduate STEM education","authors":"B. Fateye, O. Osuolale, T. Omotoriogun","doi":"10.1080/15595692.2022.2098275","DOIUrl":"https://doi.org/10.1080/15595692.2022.2098275","url":null,"abstract":"","PeriodicalId":39021,"journal":{"name":"Diaspora, Indigenous, and Minority Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73440832","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 : 2022-07-08DOI: 10.1080/15595692.2022.2098274
Thais França, Sofia Gaspar, Diego Mathias
{"title":"“It’s not good, but it could be worse”: racial microaggressions toward Chinese international students during the COVID-19 pandemic","authors":"Thais França, Sofia Gaspar, Diego Mathias","doi":"10.1080/15595692.2022.2098274","DOIUrl":"https://doi.org/10.1080/15595692.2022.2098274","url":null,"abstract":"","PeriodicalId":39021,"journal":{"name":"Diaspora, Indigenous, and Minority Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72529440","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 : 2022-06-29DOI: 10.1080/15595692.2022.2091541
M. Bellino, Maxie Gluckman
ABSTRACT This study highlights educators’ experiences in two rural community schools in Northern Honduras experiencing high rates of outward migration and “return” of children and youth. Based on observations and interviews spanning 2019–2021, we explore how educators both enact and challenge a national government campaign that positions schools as partners in curbing migration. While illustrating how the migration of young people has fundamentally reshaped schools and teachers’ work in this context, we document the ways that educators adapted their assigned roles to meet students’ and families’ needs. We analyze the ways in which states leverage the geographically anchored nature of schooling in an effort to keep young people in place. In the process, we raise critical questions about how educators are positioned as disciplining actors for individualized intervention and prevention in the context of transborder im/migration and restrictive border policies.
{"title":"“Don’t let them go”: how student migration (re)shapes teachers’ work in rural Honduras","authors":"M. Bellino, Maxie Gluckman","doi":"10.1080/15595692.2022.2091541","DOIUrl":"https://doi.org/10.1080/15595692.2022.2091541","url":null,"abstract":"ABSTRACT This study highlights educators’ experiences in two rural community schools in Northern Honduras experiencing high rates of outward migration and “return” of children and youth. Based on observations and interviews spanning 2019–2021, we explore how educators both enact and challenge a national government campaign that positions schools as partners in curbing migration. While illustrating how the migration of young people has fundamentally reshaped schools and teachers’ work in this context, we document the ways that educators adapted their assigned roles to meet students’ and families’ needs. We analyze the ways in which states leverage the geographically anchored nature of schooling in an effort to keep young people in place. In the process, we raise critical questions about how educators are positioned as disciplining actors for individualized intervention and prevention in the context of transborder im/migration and restrictive border policies.","PeriodicalId":39021,"journal":{"name":"Diaspora, Indigenous, and Minority Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89070388","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 : 2022-06-20DOI: 10.1080/15595692.2022.2088492
Emmanuel Chima, Pilar Horner
ABSTRACT This study inquired into the nature of identity among refugee youth living at Dzaleka Refugee Camp in Malawi. Aged between eighteen and twenty-four, the sample comprised of twenty-two female (m = 20.18, sd = 1.89) and thirty-eight male (m = 21.68, sd = 1.92) participants, from Burundi, the Democratic Republic of Congo, Rwanda, and Somalia. The study hypothesized that the organizing structure of education and its related experiences fostered identity formation for the youth. The questions asked were: 1. How do long-term refugee youth at the camp construct identity? 2. How does the process of identity formation facilitate the youth’s socialization within the camp? The study used the inductive analytical approach of interpretive description. The methods of data collection were in-depth qualitative interviews, participant observations and fieldnotes. Findings from the study demonstrated how the participants filtered their identity formation vis-à-vis concepts of education, resulting in two categories: liminal and aspirational identities.
{"title":"Refugee youth identity formation at Dzaleka Refugee Camp in Dowa district, Malawi","authors":"Emmanuel Chima, Pilar Horner","doi":"10.1080/15595692.2022.2088492","DOIUrl":"https://doi.org/10.1080/15595692.2022.2088492","url":null,"abstract":"ABSTRACT This study inquired into the nature of identity among refugee youth living at Dzaleka Refugee Camp in Malawi. Aged between eighteen and twenty-four, the sample comprised of twenty-two female (m = 20.18, sd = 1.89) and thirty-eight male (m = 21.68, sd = 1.92) participants, from Burundi, the Democratic Republic of Congo, Rwanda, and Somalia. The study hypothesized that the organizing structure of education and its related experiences fostered identity formation for the youth. The questions asked were: 1. How do long-term refugee youth at the camp construct identity? 2. How does the process of identity formation facilitate the youth’s socialization within the camp? The study used the inductive analytical approach of interpretive description. The methods of data collection were in-depth qualitative interviews, participant observations and fieldnotes. Findings from the study demonstrated how the participants filtered their identity formation vis-à-vis concepts of education, resulting in two categories: liminal and aspirational identities.","PeriodicalId":39021,"journal":{"name":"Diaspora, Indigenous, and Minority Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89644650","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 : 2022-06-06DOI: 10.1080/15595692.2022.2082406
P. Meighan
ABSTRACT Translanguaging and plurilingual approaches in English Language Education (ELE) have been important for envisaging more equitable language education. However, the languages implemented in translanguaging or plurilingual classrooms predominantly reflect the knowledge and belief systems of dominant, nation-state, “official”, and/or colonial languages as opposed to those of endangered and Indigenous languages. This paper contends that privileging dominant colonial knowledges, languages, and neoliberal valorizations of diversity is Colonialingualism. Colonialingualism, covertly or overtly, upholds colonial legacies, imperial mindsets, and inequitable practices. Colonial languages carry colonial legacies and can perpetuate an imperialistic and neoliberal worldview. Languages can be disembodied from place and commodified as mere “resources”, important only for economic “value” rather than cultural importance, in a “modern” global, neoliberal empire. Colonialingualism resides in the “epistemological error” in dominant western thought, characterized by linguistic imperialism and cognitive imperialism; the view that humans are superior to nature; and white (epistemological) supremacy. This “epistemological error” dominates the current mainstream western worldview, institutions, pedagogies, mindsets, and ways of languaging. Colonialingualism is subtractive and detrimental to multilingual, multicultural learners’ identities and heritages; endangered, Indigenous languages and knowledges; minoritized communities; and our environment. This paper argues that: (1) colonialingualism illustrates the “transformative limits” of translanguaging and plurilingualism; and (2) an epistemic “unlearning” of the western “epistemological error” is required to enable equitable use of all languages, languaging processes, and knowledge systems, including those Indigenous and minoritized, in ELE. The example of heritage language pedagogy in the Canadian context will demonstrate how epistemic “unlearning” while languaging can take place.
{"title":"Colonialingualism: colonial legacies, imperial mindsets, and inequitable practices in English language education","authors":"P. Meighan","doi":"10.1080/15595692.2022.2082406","DOIUrl":"https://doi.org/10.1080/15595692.2022.2082406","url":null,"abstract":"ABSTRACT Translanguaging and plurilingual approaches in English Language Education (ELE) have been important for envisaging more equitable language education. However, the languages implemented in translanguaging or plurilingual classrooms predominantly reflect the knowledge and belief systems of dominant, nation-state, “official”, and/or colonial languages as opposed to those of endangered and Indigenous languages. This paper contends that privileging dominant colonial knowledges, languages, and neoliberal valorizations of diversity is Colonialingualism. Colonialingualism, covertly or overtly, upholds colonial legacies, imperial mindsets, and inequitable practices. Colonial languages carry colonial legacies and can perpetuate an imperialistic and neoliberal worldview. Languages can be disembodied from place and commodified as mere “resources”, important only for economic “value” rather than cultural importance, in a “modern” global, neoliberal empire. Colonialingualism resides in the “epistemological error” in dominant western thought, characterized by linguistic imperialism and cognitive imperialism; the view that humans are superior to nature; and white (epistemological) supremacy. This “epistemological error” dominates the current mainstream western worldview, institutions, pedagogies, mindsets, and ways of languaging. Colonialingualism is subtractive and detrimental to multilingual, multicultural learners’ identities and heritages; endangered, Indigenous languages and knowledges; minoritized communities; and our environment. This paper argues that: (1) colonialingualism illustrates the “transformative limits” of translanguaging and plurilingualism; and (2) an epistemic “unlearning” of the western “epistemological error” is required to enable equitable use of all languages, languaging processes, and knowledge systems, including those Indigenous and minoritized, in ELE. The example of heritage language pedagogy in the Canadian context will demonstrate how epistemic “unlearning” while languaging can take place.","PeriodicalId":39021,"journal":{"name":"Diaspora, Indigenous, and Minority Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86869817","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 : 2022-05-31DOI: 10.1080/15595692.2022.2082405
Zaheer Ali, Utsa Mukherjee
ABSTRACT This article foregrounds religious minority youths’ subjective experiences of citizenship education in Pakistan to reflect on the relationship between educational curricula and religious exclusion. Drawing on narrative interviews with Hindu, Sikh, and Christian youth in the Punjab province, we demonstrate how sectarian constructions of national history and the paucity of positive representation in the curriculum inflict routinized forms of violence on minority youth and create an environment where anti-minority discriminations and prejudices can be justified. Youths’ narratives also reveal how they mobilize available institutional mechanisms to challenge these routine forms of violence and reinforce their commitment to an inclusive Pakistani identity. Reforms in citizenship education curricula are therefore urgently needed to address these concerns and promote an inclusive Pakistani identity. We situate our findings both in the historical context of contemporary Pakistan and the wider region of South Asia which has witnessed a rapid growth in exclusionary religious nationalisms.
{"title":"“We are not equal citizens in any respect”: citizenship education and the routinization of violence in the everyday lives of religious minority youth in Pakistan","authors":"Zaheer Ali, Utsa Mukherjee","doi":"10.1080/15595692.2022.2082405","DOIUrl":"https://doi.org/10.1080/15595692.2022.2082405","url":null,"abstract":"ABSTRACT This article foregrounds religious minority youths’ subjective experiences of citizenship education in Pakistan to reflect on the relationship between educational curricula and religious exclusion. Drawing on narrative interviews with Hindu, Sikh, and Christian youth in the Punjab province, we demonstrate how sectarian constructions of national history and the paucity of positive representation in the curriculum inflict routinized forms of violence on minority youth and create an environment where anti-minority discriminations and prejudices can be justified. Youths’ narratives also reveal how they mobilize available institutional mechanisms to challenge these routine forms of violence and reinforce their commitment to an inclusive Pakistani identity. Reforms in citizenship education curricula are therefore urgently needed to address these concerns and promote an inclusive Pakistani identity. We situate our findings both in the historical context of contemporary Pakistan and the wider region of South Asia which has witnessed a rapid growth in exclusionary religious nationalisms.","PeriodicalId":39021,"journal":{"name":"Diaspora, Indigenous, and Minority Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77871153","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 : 2022-04-21DOI: 10.1080/15595692.2022.2066077
Gizem Yilmazel, D. Atay
ABSTRACT Migrant students, including refugees and international students who begin or continue their education in Turkey, encounter several challenges. This study aimed to identify the challenges that migrant students face in the Turkish higher education system. The sample of the study consisted of 75 migrant students from six universities in Turkey in the 2019–2020 academic year. Demographic information of the students was gathered utilizing a survey that yielded information on students’ gender, age, nationality, length of stay in Turkey, intention to stay in Turkey, ownership of Turkish citizenship, the reason for migration, and future plans. Qualitative data were collected via semi-structured interviews and focus group discussions. Analyses of the data revealed school-related challenges, such as courses and contents, communication, culture, discrimination, exams, homework, physical conditions, registration, and rules. Besides the school-related ones, there were language learning challenges stemming from the Turkish language and English language learning processes.
{"title":"Challenges of migrant students in Turkish higher education","authors":"Gizem Yilmazel, D. Atay","doi":"10.1080/15595692.2022.2066077","DOIUrl":"https://doi.org/10.1080/15595692.2022.2066077","url":null,"abstract":"ABSTRACT Migrant students, including refugees and international students who begin or continue their education in Turkey, encounter several challenges. This study aimed to identify the challenges that migrant students face in the Turkish higher education system. The sample of the study consisted of 75 migrant students from six universities in Turkey in the 2019–2020 academic year. Demographic information of the students was gathered utilizing a survey that yielded information on students’ gender, age, nationality, length of stay in Turkey, intention to stay in Turkey, ownership of Turkish citizenship, the reason for migration, and future plans. Qualitative data were collected via semi-structured interviews and focus group discussions. Analyses of the data revealed school-related challenges, such as courses and contents, communication, culture, discrimination, exams, homework, physical conditions, registration, and rules. Besides the school-related ones, there were language learning challenges stemming from the Turkish language and English language learning processes.","PeriodicalId":39021,"journal":{"name":"Diaspora, Indigenous, and Minority Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76264965","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 : 2022-04-06DOI: 10.1080/15595692.2022.2055541
Rukmini Becerra-Lubies, Macarena Moya
ABSTRACT In the last few years, Chilean educational policies have emphasized the participation of indigenous communities in intercultural preschools. However, recent research has shown that the alliances between indigenous communities and these preschools are still weak. Thus, we focus on the perspective of Mapuche organizations – in Chile – regarding the limitations and possibilities for collaboration between their organizations and intercultural preschools. Using a qualitative methodology, we asked: What are the opinions of Mapuche organizations regarding preschools? What kind of cooperation is possible between Mapuche organizations and preschools? And what collaborations are possible between organizations and preschools? From an Indigenous Standpoint and cultural interface perspective, the results show that in order to forge collaborative alliances, the preschools should make profound changes (e.g., hierarchies, solid relationships, critical interculturalism, Mapuche preschools, indigenous knowledge). Finally, the indications put forward in educational policies should go hand-in-hand with concrete measures and resources in the preschool system.
{"title":"Participation of Mapuche organizations in intercultural education for children: limitations and possibilities in Chile","authors":"Rukmini Becerra-Lubies, Macarena Moya","doi":"10.1080/15595692.2022.2055541","DOIUrl":"https://doi.org/10.1080/15595692.2022.2055541","url":null,"abstract":"ABSTRACT In the last few years, Chilean educational policies have emphasized the participation of indigenous communities in intercultural preschools. However, recent research has shown that the alliances between indigenous communities and these preschools are still weak. Thus, we focus on the perspective of Mapuche organizations – in Chile – regarding the limitations and possibilities for collaboration between their organizations and intercultural preschools. Using a qualitative methodology, we asked: What are the opinions of Mapuche organizations regarding preschools? What kind of cooperation is possible between Mapuche organizations and preschools? And what collaborations are possible between organizations and preschools? From an Indigenous Standpoint and cultural interface perspective, the results show that in order to forge collaborative alliances, the preschools should make profound changes (e.g., hierarchies, solid relationships, critical interculturalism, Mapuche preschools, indigenous knowledge). Finally, the indications put forward in educational policies should go hand-in-hand with concrete measures and resources in the preschool system.","PeriodicalId":39021,"journal":{"name":"Diaspora, Indigenous, and Minority Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79049057","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 : 2022-03-24DOI: 10.1080/15595692.2022.2055543
Jungmin Kwon, Minhye Son, Soo-Jin Jeon
ABSTRACT This online ethnographic study illuminates how Korean immigrant mothers of children with disabilities use their capitals to communicate, build community, and share resources in an online space. Employing the construct of community cultural wealth (CCW), we analyzed posts and comments by the mothers in an online forum on a transnational website. Findings revealed that the mothers actively (1) leverage their linguistic capital for sharing information and experience; (2) support each other through building a social network; and (3) cultivate aspirational capital through sharing feelings and empathy. This study counters the deficit-oriented paradigm on immigrant mothers of children with disabilities and reframes mothers as advocates who build community to collaboratively navigate their parenting journeys. This study also calls attention to the transnational network of capitals that immigrant mothers collaboratively build and encourages researchers and professionals to inquire into ways to better support immigrant mothers and their children.
{"title":"Building a Transnational Network of Capitals: Korean Immigrant Mothers of Children with Disabilities in an Online Forum","authors":"Jungmin Kwon, Minhye Son, Soo-Jin Jeon","doi":"10.1080/15595692.2022.2055543","DOIUrl":"https://doi.org/10.1080/15595692.2022.2055543","url":null,"abstract":"ABSTRACT This online ethnographic study illuminates how Korean immigrant mothers of children with disabilities use their capitals to communicate, build community, and share resources in an online space. Employing the construct of community cultural wealth (CCW), we analyzed posts and comments by the mothers in an online forum on a transnational website. Findings revealed that the mothers actively (1) leverage their linguistic capital for sharing information and experience; (2) support each other through building a social network; and (3) cultivate aspirational capital through sharing feelings and empathy. This study counters the deficit-oriented paradigm on immigrant mothers of children with disabilities and reframes mothers as advocates who build community to collaboratively navigate their parenting journeys. This study also calls attention to the transnational network of capitals that immigrant mothers collaboratively build and encourages researchers and professionals to inquire into ways to better support immigrant mothers and their children.","PeriodicalId":39021,"journal":{"name":"Diaspora, Indigenous, and Minority Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87229283","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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