The objective of this paper is to bring into the open some of the often implicit and/or improper forces of various kinds of seductions in doing (post)qualitative inquiry. To ask how we view and understand ourselves as professionals and animals with a desire to breed. Whether we are seduced by our own reflections or by the phenomena calling to be transformed – or always both.
{"title":"A Tale of Three Lives: The seductions of a Research Fellow, a Pallid Harrier and a Collared Dove","authors":"P. Rautio","doi":"10.7577/rerm.4929","DOIUrl":"https://doi.org/10.7577/rerm.4929","url":null,"abstract":"The objective of this paper is to bring into the open some of the often implicit and/or improper forces of various kinds of seductions in doing (post)qualitative inquiry. To ask how we view and understand ourselves as professionals and animals with a desire to breed. Whether we are seduced by our own reflections or by the phenomena calling to be transformed – or always both.","PeriodicalId":414651,"journal":{"name":"Reconceptualizing Educational Research Methodology","volume":"78 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121967214","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}
This article discusses how it is possible to think with the world in educational research. How can this thinking with the world generate knowledge about the becoming of phenomena? To answer this question this paper undertakes a diffractive reading of selected texts from Niels Bohr, Karen Barad, Gilles Deleuze, Felix Guattari, Donna Haraway, and Michel Serres. This diffractive reading reveals that the world becomes with itself contributing to an internal principle or an inner self-differentiation. This means that all phenomena can be understood as related to the world in one way or another. This paper contends that the researcher body is important to investigations of the becoming of phenomena with the world, therefore a haptic sensorium is developed as a means to visualize bodily affects and to recognize limit values to the world, for example, background noise. The article concludes with a discussion about creating knowledge of this process as a rhizome. The article attempts to illustrate that thinking with the world can generate new knowledge to understand the becoming of phenomena, which can contribute to the development of educational research.
{"title":"Thinking with the world – to explore the becoming of phenomena","authors":"Bosse Bergstedt","doi":"10.7577/rerm.4685","DOIUrl":"https://doi.org/10.7577/rerm.4685","url":null,"abstract":"This article discusses how it is possible to think with the world in educational research. How can this thinking with the world generate knowledge about the becoming of phenomena? To answer this question this paper undertakes a diffractive reading of selected texts from Niels Bohr, Karen Barad, Gilles Deleuze, Felix Guattari, Donna Haraway, and Michel Serres. This diffractive reading reveals that the world becomes with itself contributing to an internal principle or an inner self-differentiation. This means that all phenomena can be understood as related to the world in one way or another. This paper contends that the researcher body is important to investigations of the becoming of phenomena with the world, therefore a haptic sensorium is developed as a means to visualize bodily affects and to recognize limit values to the world, for example, background noise. The article concludes with a discussion about creating knowledge of this process as a rhizome. The article attempts to illustrate that thinking with the world can generate new knowledge to understand the becoming of phenomena, which can contribute to the development of educational research.","PeriodicalId":414651,"journal":{"name":"Reconceptualizing Educational Research Methodology","volume":"79 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132579964","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}
Framed through Kenneth Burke’s famous parlor metaphor, this article considers how decisions related to citation are foundational to scholarly communication, with particular emphasis on qualitative research logics. Each citation decision implicates academicians in complex rhetorical and ethical situations that have material impact on other scholars, students receiving curriculum, and even existential notions related to the very survival of ideas. Believing that the texts we produce matter—both as objects of care and material constructions in themselves—this inquiry walks through theoretical and practical considerations for citation. Additionally, this article incorporates writing activities, and three writing artifacts from contributors, into the text to explore simple ways to play with citation in the classroom and research.
{"title":"The Ethos of Citation in Qualitative Research Methodology","authors":"Elliott Kuecker","doi":"10.7577/rerm.4684","DOIUrl":"https://doi.org/10.7577/rerm.4684","url":null,"abstract":"Framed through Kenneth Burke’s famous parlor metaphor, this article considers how decisions related to citation are foundational to scholarly communication, with particular emphasis on qualitative research logics. Each citation decision implicates academicians in complex rhetorical and ethical situations that have material impact on other scholars, students receiving curriculum, and even existential notions related to the very survival of ideas. Believing that the texts we produce matter—both as objects of care and material constructions in themselves—this inquiry walks through theoretical and practical considerations for citation. Additionally, this article incorporates writing activities, and three writing artifacts from contributors, into the text to explore simple ways to play with citation in the classroom and research.","PeriodicalId":414651,"journal":{"name":"Reconceptualizing Educational Research Methodology","volume":"52 52","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131470556","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}
Anna Günther-Hanssen, Anna Jobér, Kristina Andersson
In this paper we re-turn (Barad, 2014) parts of the diffractive analyses conducted in a research project on science and gender in preschool (Günther-Hanssen, 2018, 2020; Günther-Hanssen, Danielsson, & Andersson, 2020). In our first re-turning, we explore how a swing and scientific phenomena in the data co-created the knowledge construction in entanglements with the researcher. To do this, we engage with how embodiment and re-actualized experiences of swinging came to matter. We then re-turn how certain events in the data are always part of other events, both in time and space. For this task, we elaborate with writing different situations from the data through one another. As we continue re-turning the analysis, new diffraction patterns emerge with each turn. By the end of the paper, our diffractive writings and readings have been re-turned into explanations of how pendulums can be used to think-with and approach gendering in preschool
{"title":"From swings, through physics, with pendulums, to gendering: Re-turning diffractive analyses on science and gender in preschool","authors":"Anna Günther-Hanssen, Anna Jobér, Kristina Andersson","doi":"10.7577/rerm.4678","DOIUrl":"https://doi.org/10.7577/rerm.4678","url":null,"abstract":"In this paper we re-turn (Barad, 2014) parts of the diffractive analyses conducted in a research project on science and gender in preschool (Günther-Hanssen, 2018, 2020; Günther-Hanssen, Danielsson, & Andersson, 2020). In our first re-turning, we explore how a swing and scientific phenomena in the data co-created the knowledge construction in entanglements with the researcher. To do this, we engage with how embodiment and re-actualized experiences of swinging came to matter. We then re-turn how certain events in the data are always part of other events, both in time and space. For this task, we elaborate with writing different situations from the data through one another. As we continue re-turning the analysis, new diffraction patterns emerge with each turn. By the end of the paper, our diffractive writings and readings have been re-turned into explanations of how pendulums can be used to think-with and approach gendering in preschool","PeriodicalId":414651,"journal":{"name":"Reconceptualizing Educational Research Methodology","volume":"58 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134601599","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}
This article is a tale of two researchers, teachers, and artists grappling and playing with duoethnography. By expanding the methodology, we aim to bridge duoethnography into pedagogy. Grappling with the methodological to pedagogical bridge, we found that intertwined performative aspects of doing a duoethnography could challenge our knowledge production and roles as researchers and the current and more dominant practices that we operate within. We engage with a performative paradigm (Bolt, 2016) and lean on relevant theories from new materialist feminist thinkers such as Karen Barad (2003, 2007), Lenz Taguchi (2009, 2012) and Tami Spry (2011, 2016), while dialoguing with Joe Norris and Richard D. Sawyer’s (2012) tenets of duoethnography. Our embodiment of these tenets, intertwined with our theoretical positioning, allows our investigation to expand into a performative duoethnography. As an end, we propose duoethnography as a critical performative pedagogy (Pineau, 2002) and offer this article as a playful impulse connecting methodological considerations with pedagogy.
这篇文章讲述了两位研究人员、教师和艺术家对多元人种学的探索和探索。通过扩展方法，我们的目标是将多元人种学与教育学联系起来。在方法论与教学之间的桥梁中，我们发现，多民族志研究中相互交织的表现方面可能会挑战我们作为研究人员的知识生产和角色，以及我们所处的当前和更主流的实践。我们采用了一种行为范式(Bolt, 2016)，并借鉴了Karen Barad(2003、2007)、Lenz Taguchi(2009、2012)和Tami Spry(2011、2016)等新唯物主义女权主义思想家的相关理论，同时与Joe Norris和Richard D. Sawyer(2012)的多元民族志原则进行了对话。我们对这些原则的体现，与我们的理论定位交织在一起，使我们的调查扩展到一个表演的多元人种志。最后，我们提出多元民族志作为一种批判性的行为教育学(Pineau, 2002)，并将本文作为一种将方法论考虑与教育学联系起来的有趣冲动。
{"title":"A tale of grappling: Performative duoethnography as expanded methodological thinking","authors":"Runa Hestad Jenssen, Rose Martin","doi":"10.7577/rerm.4683","DOIUrl":"https://doi.org/10.7577/rerm.4683","url":null,"abstract":"This article is a tale of two researchers, teachers, and artists grappling and playing with duoethnography. By expanding the methodology, we aim to bridge duoethnography into pedagogy. Grappling with the methodological to pedagogical bridge, we found that intertwined performative aspects of doing a duoethnography could challenge our knowledge production and roles as researchers and the current and more dominant practices that we operate within. We engage with a performative paradigm (Bolt, 2016) and lean on relevant theories from new materialist feminist thinkers such as Karen Barad (2003, 2007), Lenz Taguchi (2009, 2012) and Tami Spry (2011, 2016), while dialoguing with Joe Norris and Richard D. Sawyer’s (2012) tenets of duoethnography. Our embodiment of these tenets, intertwined with our theoretical positioning, allows our investigation to expand into a performative duoethnography. As an end, we propose duoethnography as a critical performative pedagogy (Pineau, 2002) and offer this article as a playful impulse connecting methodological considerations with pedagogy.","PeriodicalId":414651,"journal":{"name":"Reconceptualizing Educational Research Methodology","volume":"87 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127028162","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}
In this paper, we discuss the tacit agreement to use English as lingua franca in global academia. Our interest is in how Anglocentrism manifests within academic practices – seminars, conferences, and academic publishing – all of which are marked by neoliberal assumptions of mastery, quality, and efficacy. Drawing on autobiographical narratives, social media conversations, and literature, as well as recent discussions on conferencing and peer review practices, we analyse how historically shaped linguistic privilege and linguistic divides continue to be lived at the level of the body, affects and affective atmospheres. Language is not just language, rather, seemingly practical decisions about language always involve the aspects of material labour, time, money, and careers: they shape researcher subjectivities and entire domains of scientific knowledge. However, we also highlight the potentials nested in the emergence of minor language and the deterritorialising forces of humor. Articulating the speculative lines of what if, we propose more care-full academic linguistic practices.
{"title":"Anglocentrism in the Academy: On Linguistic Privilege, Mastery and Hoito","authors":"Riikka Hohti, S. Truman","doi":"10.7577/rerm.4675","DOIUrl":"https://doi.org/10.7577/rerm.4675","url":null,"abstract":"In this paper, we discuss the tacit agreement to use English as lingua franca in global academia. Our interest is in how Anglocentrism manifests within academic practices – seminars, conferences, and academic publishing – all of which are marked by neoliberal assumptions of mastery, quality, and efficacy. Drawing on autobiographical narratives, social media conversations, and literature, as well as recent discussions on conferencing and peer review practices, we analyse how historically shaped linguistic privilege and linguistic divides continue to be lived at the level of the body, affects and affective atmospheres. Language is not just language, rather, seemingly practical decisions about language always involve the aspects of material labour, time, money, and careers: they shape researcher subjectivities and entire domains of scientific knowledge. However, we also highlight the potentials nested in the emergence of minor language and the deterritorialising forces of humor. Articulating the speculative lines of what if, we propose more care-full academic linguistic practices.","PeriodicalId":414651,"journal":{"name":"Reconceptualizing Educational Research Methodology","volume":"206 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124635229","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}
In practice, the work of F.M Alexander can sometimes facilitate, enliven or accentuate embodied experience and awareness (Dimon, 2015; Jones, 1976). It can also provide a means whereby the ‘psycho-physical instrument of self’ becomes more readily co-ordinated within its own system of organisation and simultaneously, in relation to whatever it encounters in the world. McCormack’s (2013) reading of Dewey’s “ethology of experience” is salient here, where experience is conceptualised as open-ended, affective, and ‘radically experimental’. Our interest lies in the subtle, barely-perceptible difference/s that sometimes emerge/s when we contemplate/engage a thought, an object, a connection, or an encounter with a freshly-attuned, embodied instrument. Experiencing these differences might also point to some unexplored ways of being in, and coming-to-know, the worlds we inhabit and inquire into.
{"title":"Alexander Technique as an auto-ethological mode of differing inquiry","authors":"Gary Levy","doi":"10.7577/rerm.4679","DOIUrl":"https://doi.org/10.7577/rerm.4679","url":null,"abstract":"In practice, the work of F.M Alexander can sometimes facilitate, enliven or accentuate embodied experience and awareness (Dimon, 2015; Jones, 1976). It can also provide a means whereby the ‘psycho-physical instrument of self’ becomes more readily co-ordinated within its own system of organisation and simultaneously, in relation to whatever it encounters in the world. McCormack’s (2013) reading of Dewey’s “ethology of experience” is salient here, where experience is conceptualised as open-ended, affective, and ‘radically experimental’. Our interest lies in the subtle, barely-perceptible difference/s that sometimes emerge/s when we contemplate/engage a thought, an object, a connection, or an encounter with a freshly-attuned, embodied instrument. Experiencing these differences might also point to some unexplored ways of being in, and coming-to-know, the worlds we inhabit and inquire into.","PeriodicalId":414651,"journal":{"name":"Reconceptualizing Educational Research Methodology","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128660481","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}
In this special issue of Reconceptualizing Educational Research Methodology the focus is on posthuman conceptions of change in empirical educational research. In the six included papers, the authors address and challenge different aspects of change in different educational settings – ranging from preschools, to universities and public pedagogies. Through activating posthuman perspectives, the papers invite the reader to a wide range of understandings of the concept of change. A conclusion drawn from the papers is that when working with posthuman change in empirical educational research, change becomes highlighted as a methodological endeavour while simultaneously being engaged with as processes of transformations in the educational practice. What is specifically emphasized is that through posthuman conceptions, change is not something out there to be found, but an emergent phenomenon that unfolds as we explore it.
{"title":"Editorial: Posthuman Conceptions of Change in Empirical Educational Research","authors":"Linnea Bodén, Simon Ceder, S. Sauzet","doi":"10.7577/RERM.4215","DOIUrl":"https://doi.org/10.7577/RERM.4215","url":null,"abstract":"In this special issue of Reconceptualizing Educational Research Methodology the focus is on posthuman conceptions of change in empirical educational research. In the six included papers, the authors address and challenge different aspects of change in different educational settings – ranging from preschools, to universities and public pedagogies. Through activating posthuman perspectives, the papers invite the reader to a wide range of understandings of the concept of change. A conclusion drawn from the papers is that when working with posthuman change in empirical educational research, change becomes highlighted as a methodological endeavour while simultaneously being engaged with as processes of transformations in the educational practice. What is specifically emphasized is that through posthuman conceptions, change is not something out there to be found, but an emergent phenomenon that unfolds as we explore it.","PeriodicalId":414651,"journal":{"name":"Reconceptualizing Educational Research Methodology","volume":"369 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124620657","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}
This paper aims to demonstrate how posthuman research methodologies foster change in analytical thinking strategies to encourage new understandings of academic literacy. It details data and insights from a recent PhD study exploring postgraduate students undergoing transformational entanglements of becomings with ‘academic language’. By presenting fragments of interviews with postgraduate students sites of contradictions and assumed expectations of communicative competence are explored. This is analysed by overlaying several thoughts on top of Deleuzo-Guattarian concepts major and minor language, desire, and the pre-personal. Posthuman methodologies are used to re-think ‘the problem’ of academic language, unsettling longstanding ‘deficit model’ understandings of academic literacy. Exploring possibilities of the ‘more than’ in and of language creates generative spaces for new possibilities in analytical processes. Thus, I unsettle my own thinking practices by re-turning to the data to offer multiple diffracted readings for alternative ideas about the role of language in postgraduate learners’ becomings.
{"title":"Material-discursive changes: posthuman methodologies to (re)conceptualize postgraduate encounters in/with/through language","authors":"Sarah L. Evans","doi":"10.7577/RERM.4244","DOIUrl":"https://doi.org/10.7577/RERM.4244","url":null,"abstract":"This paper aims to demonstrate how posthuman research methodologies foster change in analytical thinking strategies to encourage new understandings of academic literacy. It details data and insights from a recent PhD study exploring postgraduate students undergoing transformational entanglements of becomings with ‘academic language’. By presenting fragments of interviews with postgraduate students sites of contradictions and assumed expectations of communicative competence are explored. This is analysed by overlaying several thoughts on top of Deleuzo-Guattarian concepts major and minor language, desire, and the pre-personal. Posthuman methodologies are used to re-think ‘the problem’ of academic language, unsettling longstanding ‘deficit model’ understandings of academic literacy. Exploring possibilities of the ‘more than’ in and of language creates generative spaces for new possibilities in analytical processes. Thus, I unsettle my own thinking practices by re-turning to the data to offer multiple diffracted readings for alternative ideas about the role of language in postgraduate learners’ becomings.","PeriodicalId":414651,"journal":{"name":"Reconceptualizing Educational Research Methodology","volume":"42 8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132436537","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}
This article unfolds a case, an argument and methodology for a posthuman approach for doing reviews from the vantage point of knowledge-fields where educational politics and knowledge production are entangled. As case, the article draws on a review on the topic of ‘social educators in schools’, following a reform of the public school in Denmark. From this review, an analytical strategy for performing ‘extendings’, is developed. ‘Extendings’ are defined as the analytical performance of co-existing, contradictory, statements concerning the same object of knowledge, within and across publications. ‘Extendings’ are proposed as an empirically embedded concept, as posthuman reviewing is considered performative of what particular knowledge-political fields do to their objects of knowledge. A posthuman, performative review methodology, then, is suggested to afford a change in knowledge-claims. The change involves a move away from representations of “what we know”, towards analytical performances of what “what we know does” to educational practice.
{"title":"What “what we know” does – a posthuman review methodology","authors":"S. Sauzet","doi":"10.7577/RERM.4246","DOIUrl":"https://doi.org/10.7577/RERM.4246","url":null,"abstract":"This article unfolds a case, an argument and methodology for a posthuman approach for doing reviews from the vantage point of knowledge-fields where educational politics and knowledge production are entangled. As case, the article draws on a review on the topic of ‘social educators in schools’, following a reform of the public school in Denmark. From this review, an analytical strategy for performing ‘extendings’, is developed. ‘Extendings’ are defined as the analytical performance of co-existing, contradictory, statements concerning the same object of knowledge, within and across publications. ‘Extendings’ are proposed as an empirically embedded concept, as posthuman reviewing is considered performative of what particular knowledge-political fields do to their objects of knowledge. A posthuman, performative review methodology, then, is suggested to afford a change in knowledge-claims. The change involves a move away from representations of “what we know”, towards analytical performances of what “what we know does” to educational practice.","PeriodicalId":414651,"journal":{"name":"Reconceptualizing Educational Research Methodology","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128101739","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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