Pub Date : 2022-03-24DOI: 10.1080/15595692.2022.2055542
Angela Easby, Aleksandra Bergier, K. Anderson
ABSTRACT Urban Indigenous communities in Canada are sites of dynamic knowledge transfer among Indigenous people who build community together both from within similar cultural frameworks and across difference. These “inter-national” urban Indigenous communities face distinct challenges and opportunities for implementing Indigenous knowledge transfer processes. This article examines the mechanisms through which knowledge transfer occurs at the Ontario Federation of Indigenous Friendship Centres, a large urban Indigenous organization in Toronto, Ontario. The researchers used interviews and focus groups to explore strategies for knowledge transfer among Elders, Knowledge Keepers, leaders, and staff. We argue that urban Indigenous communities transfer knowledge through processes that are sensitized to the diverse inter-national nature of these environments while at the same time oriented toward achieving the continuity of a common knowledge base. Thinking about these processes and their underlying goals through an educational lens helps broaden understandings of where Indigenous education occurs to include professional workplaces.
{"title":"Exploring self-determined urban Indigenous adult education in an Indigenous organization","authors":"Angela Easby, Aleksandra Bergier, K. Anderson","doi":"10.1080/15595692.2022.2055542","DOIUrl":"https://doi.org/10.1080/15595692.2022.2055542","url":null,"abstract":"ABSTRACT Urban Indigenous communities in Canada are sites of dynamic knowledge transfer among Indigenous people who build community together both from within similar cultural frameworks and across difference. These “inter-national” urban Indigenous communities face distinct challenges and opportunities for implementing Indigenous knowledge transfer processes. This article examines the mechanisms through which knowledge transfer occurs at the Ontario Federation of Indigenous Friendship Centres, a large urban Indigenous organization in Toronto, Ontario. The researchers used interviews and focus groups to explore strategies for knowledge transfer among Elders, Knowledge Keepers, leaders, and staff. We argue that urban Indigenous communities transfer knowledge through processes that are sensitized to the diverse inter-national nature of these environments while at the same time oriented toward achieving the continuity of a common knowledge base. Thinking about these processes and their underlying goals through an educational lens helps broaden understandings of where Indigenous education occurs to include professional workplaces.","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":"79744463","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 : 2022-03-06DOI: 10.1080/15595692.2022.2045581
Velina Ninkova, A. Paksi
ABSTRACT This article examines Namibian San youths’ aspirations about the future. Based on 170 essays, the analysis shows that disadvantaged San students aspire for future lives radically different from the lives of their families. We argue that San students have acquired the repertoire of “the good Namibian citizen” as a form of resistance through mimesis. These assertions create an opening for the projection of a positive and “proud” San identity.
{"title":"Learning to aspire, aspiring to subvert: Namibian San youths’ narratives about the future as mimetic work of resistance","authors":"Velina Ninkova, A. Paksi","doi":"10.1080/15595692.2022.2045581","DOIUrl":"https://doi.org/10.1080/15595692.2022.2045581","url":null,"abstract":"ABSTRACT This article examines Namibian San youths’ aspirations about the future. Based on 170 essays, the analysis shows that disadvantaged San students aspire for future lives radically different from the lives of their families. We argue that San students have acquired the repertoire of “the good Namibian citizen” as a form of resistance through mimesis. These assertions create an opening for the projection of a positive and “proud” San identity.","PeriodicalId":39021,"journal":{"name":"Diaspora, Indigenous, and Minority Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87726236","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 : 2022-03-02DOI: 10.1080/15595692.2022.2042804
Revaline Jena Nez
{"title":"A book review of Indian education for all: decolonizing indigenous education in public schools John P. Hopkins and James A. Banks, Teachers College Press, New York, NY, 2020, 196 pp., $34.95 (paperback), ISBN: 978-0-8077-6459-6","authors":"Revaline Jena Nez","doi":"10.1080/15595692.2022.2042804","DOIUrl":"https://doi.org/10.1080/15595692.2022.2042804","url":null,"abstract":"","PeriodicalId":39021,"journal":{"name":"Diaspora, Indigenous, and Minority Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87922753","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 : 2022-02-22DOI: 10.1080/15595692.2022.2042803
E. Milne, T. Wotherspoon
ABSTRACT Canadian schools have implemented initiatives in response to the Calls to Action that accompanied the 2015 Truth and Reconciliation Commission final report. This paper aims to address two questions that speak directly to these calls. How have these initiatives been implemented in Canadian classrooms and affected educational practices? How do education stakeholders perceive and experience these initiatives? We present a study conducted in Alberta to explore these questions, drawing on data from interviews and focus groups conducted with 201 Indigenous youth and teachers and parents of Indigenous children. Findings suggest that schools are engaged in innovative activities to introduce knowledge about Indigenous cultures and experiences. Most participants believed, however, that more work is needed to support teachers’ ability to include Indigenous content in classrooms and to increase awareness about Indigenous peoples’ among non-Indigenous students to prevent discrimination. These tensions can undermine schools’ capacities to advance reconciliation.
2015年真相与和解委员会(Truth and Reconciliation Commission)的最终报告中提出了行动呼吁，为响应该呼吁，加拿大的学校采取了一系列举措。本文旨在解决与这些呼叫直接相关的两个问题。这些倡议是如何在加拿大的课堂上实施并影响教育实践的?教育利益相关者如何看待和体验这些举措?我们提出了一项在艾伯塔省进行的研究，利用对201名土著青年、教师和土著儿童父母的访谈和焦点小组的数据来探讨这些问题。调查结果表明，学校正在开展创新活动，介绍有关土著文化和经验的知识。然而，大多数与会者认为，需要做更多的工作来支持教师将土著内容纳入课堂的能力，并提高非土著学生对土著人民的认识，以防止歧视。这些紧张关系会破坏学校促进和解的能力。
{"title":"Student, parent, and teacher perspectives on reconciliation-related school reforms","authors":"E. Milne, T. Wotherspoon","doi":"10.1080/15595692.2022.2042803","DOIUrl":"https://doi.org/10.1080/15595692.2022.2042803","url":null,"abstract":"ABSTRACT Canadian schools have implemented initiatives in response to the Calls to Action that accompanied the 2015 Truth and Reconciliation Commission final report. This paper aims to address two questions that speak directly to these calls. How have these initiatives been implemented in Canadian classrooms and affected educational practices? How do education stakeholders perceive and experience these initiatives? We present a study conducted in Alberta to explore these questions, drawing on data from interviews and focus groups conducted with 201 Indigenous youth and teachers and parents of Indigenous children. Findings suggest that schools are engaged in innovative activities to introduce knowledge about Indigenous cultures and experiences. Most participants believed, however, that more work is needed to support teachers’ ability to include Indigenous content in classrooms and to increase awareness about Indigenous peoples’ among non-Indigenous students to prevent discrimination. These tensions can undermine schools’ capacities to advance reconciliation.","PeriodicalId":39021,"journal":{"name":"Diaspora, Indigenous, and Minority Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74143641","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 : 2022-02-14DOI: 10.1080/15595692.2022.2038559
Nawaf Alanezi, A. Alrashidi
ABSTRACT The impact of the restrictive and implicitly repressive system adopted by the Kuwaiti government against Bedoons (stateless people living in Kuwait) is investigated through semi-structured interviews with seven Bedoon students at Kuwait University. The study analyzes their narratives in order to critically deconstruct Bedoons’ experiences and how they conceptualized their interactions educationally and sociologically. The findings reveal that the restrictions have negatively influenced Bedoon students’ academic accomplishments at Kuwait University. The participants’ narratives delineate a blatant oppression that deprives them of all means of success and a normal academic journey. The dilemma of having the rare chance to earn a bachelor’s degree but then not being able to receive it after graduation or being assigned to a major that is not their choice or knowing in advance the impossibility of finding a job are some of the situations in which Bedoons find themselves in their academic trajectories.
{"title":"Existing without living: a sociological perspective of Bedoons’ educational experience at Kuwait university","authors":"Nawaf Alanezi, A. Alrashidi","doi":"10.1080/15595692.2022.2038559","DOIUrl":"https://doi.org/10.1080/15595692.2022.2038559","url":null,"abstract":"ABSTRACT The impact of the restrictive and implicitly repressive system adopted by the Kuwaiti government against Bedoons (stateless people living in Kuwait) is investigated through semi-structured interviews with seven Bedoon students at Kuwait University. The study analyzes their narratives in order to critically deconstruct Bedoons’ experiences and how they conceptualized their interactions educationally and sociologically. The findings reveal that the restrictions have negatively influenced Bedoon students’ academic accomplishments at Kuwait University. The participants’ narratives delineate a blatant oppression that deprives them of all means of success and a normal academic journey. The dilemma of having the rare chance to earn a bachelor’s degree but then not being able to receive it after graduation or being assigned to a major that is not their choice or knowing in advance the impossibility of finding a job are some of the situations in which Bedoons find themselves in their academic trajectories.","PeriodicalId":39021,"journal":{"name":"Diaspora, Indigenous, and Minority Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76098446","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 : 2022-02-01DOI: 10.1080/15595692.2022.2028136
H. Wright, Yao Xiao
ABSTRACT Internationally a plethora of narratives within, beside and in opposition to multiculturalism has necessitated the rethinking of some key questions. Is multiculturalism apt for equitable representation? Can multiculturalism remain the hegemonic discourse and policy of diversity or is it destined to be supplanted? In this essay, we reconsider multiculturalism’s changing currency and pedagogical potential, contextualized in the global multicultural city of Sydney, Australia. Our qualitative research is grounded in the voices and knowledge of “new youth,” who self-identify as immigrant, multiracial, and/or queer – (post)multicultural signifiers that are non-Indigenous and yet significantly differing from the previously taken for granted Eurocentric white heterosexual representations of the Australian nation. Through our in-depth interviews with these new youth – who are also activist community workers – we learned how they affectively make sense of multiculturalism and community. They are emotionally divested from multiculturalism that tinkers with ethnoracial categories/differences yet leave the structures of whiteness both opaque and intact. On the other hand, they see some value in but are ambivalent about multiculturalism’s potential to make a difference to community work, struggles for justice, and their own identities and senses of belonging. Our findings, which have implications for diversity and social justice education, indicate the emergence of post-multicultural and/or alternative, complex articulations of diversity and belonging that unsettle fixed identity categories and conceptions of the nation and belonging and indeed multiculturalism itself.
{"title":"“We’ve worn out the use of that word”: Australian New Youth on Multiculturalism, And the Politics of Identity, Difference and Belonging","authors":"H. Wright, Yao Xiao","doi":"10.1080/15595692.2022.2028136","DOIUrl":"https://doi.org/10.1080/15595692.2022.2028136","url":null,"abstract":"ABSTRACT Internationally a plethora of narratives within, beside and in opposition to multiculturalism has necessitated the rethinking of some key questions. Is multiculturalism apt for equitable representation? Can multiculturalism remain the hegemonic discourse and policy of diversity or is it destined to be supplanted? In this essay, we reconsider multiculturalism’s changing currency and pedagogical potential, contextualized in the global multicultural city of Sydney, Australia. Our qualitative research is grounded in the voices and knowledge of “new youth,” who self-identify as immigrant, multiracial, and/or queer – (post)multicultural signifiers that are non-Indigenous and yet significantly differing from the previously taken for granted Eurocentric white heterosexual representations of the Australian nation. Through our in-depth interviews with these new youth – who are also activist community workers – we learned how they affectively make sense of multiculturalism and community. They are emotionally divested from multiculturalism that tinkers with ethnoracial categories/differences yet leave the structures of whiteness both opaque and intact. On the other hand, they see some value in but are ambivalent about multiculturalism’s potential to make a difference to community work, struggles for justice, and their own identities and senses of belonging. Our findings, which have implications for diversity and social justice education, indicate the emergence of post-multicultural and/or alternative, complex articulations of diversity and belonging that unsettle fixed identity categories and conceptions of the nation and belonging and indeed multiculturalism itself.","PeriodicalId":39021,"journal":{"name":"Diaspora, Indigenous, and Minority Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86039680","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 : 2022-01-23DOI: 10.1080/15595692.2022.2028137
Janne Solberg
ABSTRACT Multilingual assistants may be invited into the parent-teacher conference to interpret in educational settings. The article examines the role of the multilingual assistant in the parent-teacher conference in the Norwegian early childhood education and care. What characterizes the role of the multilingual assistant in parent-teacher conferences, and how does the multilingual assistant exert agency within this role? Goffman’s theory of footing is adopted as an analytic resource to identify various forms of agency (aligning or expanding). The multilingual assistant is seldom addressed as a discussant, (or ”author” in Goffman's terms), in talk, thus most of the time the multilingual assistant functions as a dialogue interpreter (”animator” in Goffman`s terms). However, even within this function, the analysis demonstrates a certain potential for exerting “expanding animator-agency.” Because of opaque footing practices, blurring the animator-author distinction in the talk, the analysis suggests the multilingual assistant to be capable of more expanded agency than what may be expected at first sight.
{"title":"The role of the multilingual assistant in the parent-teacher conference in early childhood education and care: opaque agencies","authors":"Janne Solberg","doi":"10.1080/15595692.2022.2028137","DOIUrl":"https://doi.org/10.1080/15595692.2022.2028137","url":null,"abstract":"ABSTRACT Multilingual assistants may be invited into the parent-teacher conference to interpret in educational settings. The article examines the role of the multilingual assistant in the parent-teacher conference in the Norwegian early childhood education and care. What characterizes the role of the multilingual assistant in parent-teacher conferences, and how does the multilingual assistant exert agency within this role? Goffman’s theory of footing is adopted as an analytic resource to identify various forms of agency (aligning or expanding). The multilingual assistant is seldom addressed as a discussant, (or ”author” in Goffman's terms), in talk, thus most of the time the multilingual assistant functions as a dialogue interpreter (”animator” in Goffman`s terms). However, even within this function, the analysis demonstrates a certain potential for exerting “expanding animator-agency.” Because of opaque footing practices, blurring the animator-author distinction in the talk, the analysis suggests the multilingual assistant to be capable of more expanded agency than what may be expected at first sight.","PeriodicalId":39021,"journal":{"name":"Diaspora, Indigenous, and Minority Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79559931","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 : 2022-01-18DOI: 10.1080/15595692.2022.2028138
Sharon Lai-LaGrotteria, Toni York
{"title":"Keeping the immigrant bargain: the costs and rewards of success in America","authors":"Sharon Lai-LaGrotteria, Toni York","doi":"10.1080/15595692.2022.2028138","DOIUrl":"https://doi.org/10.1080/15595692.2022.2028138","url":null,"abstract":"","PeriodicalId":39021,"journal":{"name":"Diaspora, Indigenous, and Minority Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73035515","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 : 2022-01-03DOI: 10.1080/15595692.2021.2015317
Tuija Veintie, Johanna Hohenthal, Katy Betancourt Machoa, A. Sirén
ABSTRACT Transition to distant education modality due to Covid-19 pandemic raised concerns about widening educational inequalities worldwide. This article examines Amazonian Indigenous youths’ access to upper secondary schooling in Ecuador and the resilience of the Intercultural Bilingual Education system in the face of global health emergency with other concurrent crises. The majority of students and teachers in the studied schools lack access to online education opportunities, while self-study guides proved to be a feasible way to continue studying. This study demonstrates the weak response of the state, highlights Indigenous community resilience and concludes with Indigenous visions for future education.
{"title":"The (im)possibilities of education in Amazonia: assessing the resilience of intercultural bilingual education in the midst of multiple crises","authors":"Tuija Veintie, Johanna Hohenthal, Katy Betancourt Machoa, A. Sirén","doi":"10.1080/15595692.2021.2015317","DOIUrl":"https://doi.org/10.1080/15595692.2021.2015317","url":null,"abstract":"ABSTRACT Transition to distant education modality due to Covid-19 pandemic raised concerns about widening educational inequalities worldwide. This article examines Amazonian Indigenous youths’ access to upper secondary schooling in Ecuador and the resilience of the Intercultural Bilingual Education system in the face of global health emergency with other concurrent crises. The majority of students and teachers in the studied schools lack access to online education opportunities, while self-study guides proved to be a feasible way to continue studying. This study demonstrates the weak response of the state, highlights Indigenous community resilience and concludes with Indigenous visions for future education.","PeriodicalId":39021,"journal":{"name":"Diaspora, Indigenous, and Minority Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77069542","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 : 2021-12-23DOI: 10.1080/15595692.2021.2011199
E. Kim, Eric Layman
ABSTRACT The urban/rural dichotomy used in framing Indigenous educational issues is becoming increasingly untenable and deserving of scrutiny. Indigenous urban education follows initiatives derived from rural areas with the assumption that rural Indigenous education programs are pure or authentic. Without a critical examination of power relations, the flow of people and knowledge in the Indigenous curriculum development process may lead to continued disrespect, appropriation, and tokenization of Indigenous knowledges. This article challenges the conventional conceptualizations surrounding the rural/urban Indigenous educational divide. In so doing, the authors explore two cases: The Saskatchewan (Canada) Ministry of Education’s official K-12 science curriculum attempts to integrate Indigenous perspectives, as do Taiwan’s Indigenous experimental schools. The finding suggests moving beyond pan-urban/rural paradigms that are stemming from settler colonialism. Acknowledging the important role partnerships play for Indigenous education policy and program development, the authors put forth Crit-Trans Partnership Framework to analyze these two cases.
{"title":"Unsettling the urban–rural dichotomy for Indigenous education and education for reconciliation","authors":"E. Kim, Eric Layman","doi":"10.1080/15595692.2021.2011199","DOIUrl":"https://doi.org/10.1080/15595692.2021.2011199","url":null,"abstract":"ABSTRACT The urban/rural dichotomy used in framing Indigenous educational issues is becoming increasingly untenable and deserving of scrutiny. Indigenous urban education follows initiatives derived from rural areas with the assumption that rural Indigenous education programs are pure or authentic. Without a critical examination of power relations, the flow of people and knowledge in the Indigenous curriculum development process may lead to continued disrespect, appropriation, and tokenization of Indigenous knowledges. This article challenges the conventional conceptualizations surrounding the rural/urban Indigenous educational divide. In so doing, the authors explore two cases: The Saskatchewan (Canada) Ministry of Education’s official K-12 science curriculum attempts to integrate Indigenous perspectives, as do Taiwan’s Indigenous experimental schools. The finding suggests moving beyond pan-urban/rural paradigms that are stemming from settler colonialism. Acknowledging the important role partnerships play for Indigenous education policy and program development, the authors put forth Crit-Trans Partnership Framework to analyze these two cases.","PeriodicalId":39021,"journal":{"name":"Diaspora, Indigenous, and Minority Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82993432","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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