Pub Date : 2023-05-19DOI: 10.1177/17461979231170232
M. Peart, S. Higgins, Prudencia Gutiérrez-Esteban, Sixto Cubo Delgado
Digital Citizenship is an emerging field of research but there is still a lack of knowledge into what works and how to implement educational practices to develop digital citizenship. The objective of this paper is to evaluate the relationship between young people’s participatory profile and their perceptions of the development of digital and socio-civic skills, and to understand how young people exercise their citizenship in the United Kingdom. The study consists of 124 responses to an online questionnaire. The analysed data suggests that the current framing of citizenship education curriculum in the UK is still focused on more traditional forms of political participation and more work needs to be done in terms of developing citizenship education for a digital era.
{"title":"Digital and socio-civic skills development and young people’s perceptions of digital citizenship in the UK","authors":"M. Peart, S. Higgins, Prudencia Gutiérrez-Esteban, Sixto Cubo Delgado","doi":"10.1177/17461979231170232","DOIUrl":"https://doi.org/10.1177/17461979231170232","url":null,"abstract":"Digital Citizenship is an emerging field of research but there is still a lack of knowledge into what works and how to implement educational practices to develop digital citizenship. The objective of this paper is to evaluate the relationship between young people’s participatory profile and their perceptions of the development of digital and socio-civic skills, and to understand how young people exercise their citizenship in the United Kingdom. The study consists of 124 responses to an online questionnaire. The analysed data suggests that the current framing of citizenship education curriculum in the UK is still focused on more traditional forms of political participation and more work needs to be done in terms of developing citizenship education for a digital era.","PeriodicalId":45472,"journal":{"name":"Education Citizenship and Social Justice","volume":" ","pages":""},"PeriodicalIF":0.6,"publicationDate":"2023-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43259113","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 : 2023-05-16DOI: 10.1177/17461979231175074
Venie Perumalsamy, J. Perumal, P. Naidoo, Naiema Taliep
Globally, the appraisal of educators remains a contested issue as the process, which aims to provide support and development to educators, is generally considered a punitive measure for educators. Within the South African context, the Integrated Quality Management System is used to evaluate educators. Drawing on Fraser’s theories of social justice, this article explores the perspectives of 11 educators regarding educator developmental appraisal in post-apartheid South Africa as a catalyst for social (in)justice. Data was collected through semi-structured interviews and analysed using critical discourse analysis. This article highlights the importance of social justice practices in enhancing learner achievement and foregrounds the (in)justices often witnessed during the appraisal process. Findings reveal that the developmental appraisal process has the potential to promote social justice; however, contextual factors seem to be hindering the successful implementation of the appraisal process.
{"title":"Social (in)justices during the educator developmental appraisal process: A post-apartheid South African case study","authors":"Venie Perumalsamy, J. Perumal, P. Naidoo, Naiema Taliep","doi":"10.1177/17461979231175074","DOIUrl":"https://doi.org/10.1177/17461979231175074","url":null,"abstract":"Globally, the appraisal of educators remains a contested issue as the process, which aims to provide support and development to educators, is generally considered a punitive measure for educators. Within the South African context, the Integrated Quality Management System is used to evaluate educators. Drawing on Fraser’s theories of social justice, this article explores the perspectives of 11 educators regarding educator developmental appraisal in post-apartheid South Africa as a catalyst for social (in)justice. Data was collected through semi-structured interviews and analysed using critical discourse analysis. This article highlights the importance of social justice practices in enhancing learner achievement and foregrounds the (in)justices often witnessed during the appraisal process. Findings reveal that the developmental appraisal process has the potential to promote social justice; however, contextual factors seem to be hindering the successful implementation of the appraisal process.","PeriodicalId":45472,"journal":{"name":"Education Citizenship and Social Justice","volume":" ","pages":""},"PeriodicalIF":0.6,"publicationDate":"2023-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48468577","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 : 2023-04-19DOI: 10.1177/17461979231169470
Aline Muff, A. Agbaria
Even though religion plays a central role in many people’s lives, it is often omitted from citizenship education in secularized societies. Educational scholars have increasingly demanded that teaching about religion should be included in citizenship curricula to foster effective participation for all citizens. However, this is an enormous challenge, especially in societies like Israel where religion is politicized as an aspect of violent conflict. Drawing on semi-structured interviews with Palestinian Muslim educators in Israel, we explored how citizenship teachers refer to Islam in their citizenship lessons. The teachers in our study drew on Islam as an important resource to either resist predominant conceptions of citizenship education in Israel or to make the subject more meaningful and relevant to their students. We argue that incorporating religious epistemologies alongside critical pedagogies in the citizenship curriculum is a necessary educational task in diverse and conflict-affected societies like Israel.
{"title":"“You can’t teach your students something that is divorced from reality”: Palestinian citizenship teachers making sense of the relevance of Islam for citizenship education in Israel","authors":"Aline Muff, A. Agbaria","doi":"10.1177/17461979231169470","DOIUrl":"https://doi.org/10.1177/17461979231169470","url":null,"abstract":"Even though religion plays a central role in many people’s lives, it is often omitted from citizenship education in secularized societies. Educational scholars have increasingly demanded that teaching about religion should be included in citizenship curricula to foster effective participation for all citizens. However, this is an enormous challenge, especially in societies like Israel where religion is politicized as an aspect of violent conflict. Drawing on semi-structured interviews with Palestinian Muslim educators in Israel, we explored how citizenship teachers refer to Islam in their citizenship lessons. The teachers in our study drew on Islam as an important resource to either resist predominant conceptions of citizenship education in Israel or to make the subject more meaningful and relevant to their students. We argue that incorporating religious epistemologies alongside critical pedagogies in the citizenship curriculum is a necessary educational task in diverse and conflict-affected societies like Israel.","PeriodicalId":45472,"journal":{"name":"Education Citizenship and Social Justice","volume":" ","pages":""},"PeriodicalIF":0.6,"publicationDate":"2023-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41578825","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 : 2023-04-06DOI: 10.1177/17461979231160701
T. Bartlett, D. Schugurensky
Calls for more civic education have risen alongside political polarization, social injustices, and threats to democracy. Although civic learning opportunities are disproportionately accessible and often not inclusive, one model has shown promising results. Through School Participatory Budgeting, students deliberate and decide how to allocate funds to improve their school community using a democratic process and learn democracy by doing. However, like other civic engagement programs, students with disabilities (SWD) are often underrepresented. To address this challenge, a pilot project focused on engaging SWD in every aspect of the process, including overrepresentation on the student steering committee. In a mixed methods case study, we explored the effects of participation in the process and found that the inclusive model increased civic knowledge, attitudes, skills, and practices for all students and fostered self-skills, relationships, and school leadership roles for SWD. These findings yield important lessons for future implementation of inclusive civic education practices.
{"title":"Inclusive civic education and school democracy through participatory budgeting","authors":"T. Bartlett, D. Schugurensky","doi":"10.1177/17461979231160701","DOIUrl":"https://doi.org/10.1177/17461979231160701","url":null,"abstract":"Calls for more civic education have risen alongside political polarization, social injustices, and threats to democracy. Although civic learning opportunities are disproportionately accessible and often not inclusive, one model has shown promising results. Through School Participatory Budgeting, students deliberate and decide how to allocate funds to improve their school community using a democratic process and learn democracy by doing. However, like other civic engagement programs, students with disabilities (SWD) are often underrepresented. To address this challenge, a pilot project focused on engaging SWD in every aspect of the process, including overrepresentation on the student steering committee. In a mixed methods case study, we explored the effects of participation in the process and found that the inclusive model increased civic knowledge, attitudes, skills, and practices for all students and fostered self-skills, relationships, and school leadership roles for SWD. These findings yield important lessons for future implementation of inclusive civic education practices.","PeriodicalId":45472,"journal":{"name":"Education Citizenship and Social Justice","volume":" ","pages":""},"PeriodicalIF":0.6,"publicationDate":"2023-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43734999","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 : 2023-04-04DOI: 10.1177/17461979231162066
David Menéndez Álvarez-Hevia, Nina Hidalgo, Rosario Cerrillo, Ignacio Lizana
This study explores the conceptions developed by primary and secondary education teachers in Spain and England about democracy in education. To this end, we conducted a phenomenographic study involving 39 teachers. The results identify four major conceptions of democracy in education: (a) democracy as freedom, (b) democracy understood as participation and collaboration, (c) democracy as a principle for achieving social justice in schools and in the education system and (d) democracy as a principle to learn to live together and social norms. The discussion highlights that the way teachers articulate their conceptions is dominated by a liberal discourse of democracy in education. However, their ideas also show other nuances and traces of more open perspectives. This work stresses the importance of continuing to investigate teachers’ conceptions and how alternatives to the dominant trend can be glimpsed through them.
{"title":"Beyond liberal discourse: Teachers’ conceptions of democracy and education in England and Spain","authors":"David Menéndez Álvarez-Hevia, Nina Hidalgo, Rosario Cerrillo, Ignacio Lizana","doi":"10.1177/17461979231162066","DOIUrl":"https://doi.org/10.1177/17461979231162066","url":null,"abstract":"This study explores the conceptions developed by primary and secondary education teachers in Spain and England about democracy in education. To this end, we conducted a phenomenographic study involving 39 teachers. The results identify four major conceptions of democracy in education: (a) democracy as freedom, (b) democracy understood as participation and collaboration, (c) democracy as a principle for achieving social justice in schools and in the education system and (d) democracy as a principle to learn to live together and social norms. The discussion highlights that the way teachers articulate their conceptions is dominated by a liberal discourse of democracy in education. However, their ideas also show other nuances and traces of more open perspectives. This work stresses the importance of continuing to investigate teachers’ conceptions and how alternatives to the dominant trend can be glimpsed through them.","PeriodicalId":45472,"journal":{"name":"Education Citizenship and Social Justice","volume":" ","pages":""},"PeriodicalIF":0.6,"publicationDate":"2023-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45200358","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: 10.1177/17461979231160674
Fernando Filgueiras
Artificial intelligence (AI) and big data methodologies have provided a vast possibility of applications in different public policy sectors. AI and big data provide essential innovations in school teaching and learning practices, curriculum, and management in education, transforming the entire formulation and implementation of education policy. The possibilities of AI in education present a high potential for improvement but a series of new risks and threats that question the benefits of adopting AI in education. This article discusses the possibilities and limits of artificial intelligence in education, observing the institutionalization of new governance practices in education that emerge with digital technologies. To discuss these new governance practices, we deal with the Beijing Consensus on artificial intelligence in education and the challenges of building new education governance. In addition, we discuss potential impacts of AI on education, with a special focus on social justice.
{"title":"Artificial intelligence and education governance","authors":"Fernando Filgueiras","doi":"10.1177/17461979231160674","DOIUrl":"https://doi.org/10.1177/17461979231160674","url":null,"abstract":"Artificial intelligence (AI) and big data methodologies have provided a vast possibility of applications in different public policy sectors. AI and big data provide essential innovations in school teaching and learning practices, curriculum, and management in education, transforming the entire formulation and implementation of education policy. The possibilities of AI in education present a high potential for improvement but a series of new risks and threats that question the benefits of adopting AI in education. This article discusses the possibilities and limits of artificial intelligence in education, observing the institutionalization of new governance practices in education that emerge with digital technologies. To discuss these new governance practices, we deal with the Beijing Consensus on artificial intelligence in education and the challenges of building new education governance. In addition, we discuss potential impacts of AI on education, with a special focus on social justice.","PeriodicalId":45472,"journal":{"name":"Education Citizenship and Social Justice","volume":" ","pages":""},"PeriodicalIF":0.6,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47373832","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: 10.1177/17461979231162834
Tehmina S. Khan
The UK (Westminster) government first legislated on forced marriage (FM) through the Forced Marriage (Civil Protection) Act 2007. Domestic abuse suffered before, during and after a FM was captured more recently through the implementation of the Domestic Abuse Act 2021, which built upon the concept of coercive abuse. In 2009, the UK (Westminster) government indicated that schools should play a role in the detection and prevention of FM. This paper investigates the perceptions and experiences of five South London teachers on FM, by focusing upon qualitative research through semi-structured interviews. This study was conceptualised and theorised within a feminist post-structural framework. The research drew upon intersectionality to capture how teachers constructed and negotiated their identities. The findings revealed that these teachers constructed FM as a racial and gendered issue and performed multiple identities. This paper highlighted how teachers require training and a safe space to untangle their perceptions regarding FM.
{"title":"Teachers’ intersecting identities of culture, ethnicity, religion and gender when addressing awareness of forced marriage in the classroom, in London, England: A case study of five teachers","authors":"Tehmina S. Khan","doi":"10.1177/17461979231162834","DOIUrl":"https://doi.org/10.1177/17461979231162834","url":null,"abstract":"The UK (Westminster) government first legislated on forced marriage (FM) through the Forced Marriage (Civil Protection) Act 2007. Domestic abuse suffered before, during and after a FM was captured more recently through the implementation of the Domestic Abuse Act 2021, which built upon the concept of coercive abuse. In 2009, the UK (Westminster) government indicated that schools should play a role in the detection and prevention of FM. This paper investigates the perceptions and experiences of five South London teachers on FM, by focusing upon qualitative research through semi-structured interviews. This study was conceptualised and theorised within a feminist post-structural framework. The research drew upon intersectionality to capture how teachers constructed and negotiated their identities. The findings revealed that these teachers constructed FM as a racial and gendered issue and performed multiple identities. This paper highlighted how teachers require training and a safe space to untangle their perceptions regarding FM.","PeriodicalId":45472,"journal":{"name":"Education Citizenship and Social Justice","volume":" ","pages":""},"PeriodicalIF":0.6,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46168977","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 : 2023-04-01DOI: 10.1177/17461979231162067
Erica L. Odera, Nicole S Webster
Students of color, particularly Black students, navigate a complex environment when they attend Predominantly White Institutions (PWI) of higher education. The counterspaces framework outlines the processes which occur when marginalized groups of individuals gather with one another in a space ‘counter’ to settings where they experience marginalization. This study utilized the counterspaces framework to understand the experiences of a group of mostly Black students who participated in an action research curriculum program called Youth as Researchers at a PWI. The study found that the Youth as Researchers program functioned as a counterspace for a group of predominantly Black students by providing a space to acknowledge shared experiences with the campus environment, allowing group members to recognize their unique abilities as students and activists, and positioning group members alongside supportive others through which to navigate the research experience. Overall, the counterspaces framework has utility for scholars and practitioners working with marginalized groups in higher education settings.
{"title":"Creating space: A university-based action research curriculum as a counterspace","authors":"Erica L. Odera, Nicole S Webster","doi":"10.1177/17461979231162067","DOIUrl":"https://doi.org/10.1177/17461979231162067","url":null,"abstract":"Students of color, particularly Black students, navigate a complex environment when they attend Predominantly White Institutions (PWI) of higher education. The counterspaces framework outlines the processes which occur when marginalized groups of individuals gather with one another in a space ‘counter’ to settings where they experience marginalization. This study utilized the counterspaces framework to understand the experiences of a group of mostly Black students who participated in an action research curriculum program called Youth as Researchers at a PWI. The study found that the Youth as Researchers program functioned as a counterspace for a group of predominantly Black students by providing a space to acknowledge shared experiences with the campus environment, allowing group members to recognize their unique abilities as students and activists, and positioning group members alongside supportive others through which to navigate the research experience. Overall, the counterspaces framework has utility for scholars and practitioners working with marginalized groups in higher education settings.","PeriodicalId":45472,"journal":{"name":"Education Citizenship and Social Justice","volume":"1 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41408234","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 : 2023-02-12DOI: 10.1177/17461979231151616
Paulina Haduong, Julia Jeffries, Allison Pao, Willie Webb, Danielle K. Allen, David Kidd
There is increasing urgency to broaden access to inclusive and culturally sustaining K-12 civic education. Civic education can foster young people’s development of their civic identity, which can support a functioning American democracy. Civic education often includes opportunities for learners to develop civic knowledge, skills, and dispositions, but not all learners may see themselves represented in traditional forms of civic education. In this essay, we propose reframing approaches to developing knowledge, skills, and dispositions by focusing on how they can be brought together to support the development of civic identity. First, we describe relevant literature on civic education. We then explain how three aspects of civic education inform learners’ development of a civic identity: personal identity and values, mastery of civic knowledge, and creative capacity for civic action. We close with recommendations for how to support civic identity development in K-12 education.
{"title":"Who am I and what do I care about? Supporting civic identity development in civic education","authors":"Paulina Haduong, Julia Jeffries, Allison Pao, Willie Webb, Danielle K. Allen, David Kidd","doi":"10.1177/17461979231151616","DOIUrl":"https://doi.org/10.1177/17461979231151616","url":null,"abstract":"There is increasing urgency to broaden access to inclusive and culturally sustaining K-12 civic education. Civic education can foster young people’s development of their civic identity, which can support a functioning American democracy. Civic education often includes opportunities for learners to develop civic knowledge, skills, and dispositions, but not all learners may see themselves represented in traditional forms of civic education. In this essay, we propose reframing approaches to developing knowledge, skills, and dispositions by focusing on how they can be brought together to support the development of civic identity. First, we describe relevant literature on civic education. We then explain how three aspects of civic education inform learners’ development of a civic identity: personal identity and values, mastery of civic knowledge, and creative capacity for civic action. We close with recommendations for how to support civic identity development in K-12 education.","PeriodicalId":45472,"journal":{"name":"Education Citizenship and Social Justice","volume":" ","pages":""},"PeriodicalIF":0.6,"publicationDate":"2023-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47710702","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 : 2023-02-12DOI: 10.1177/17461979231151641
Daniela Romero-Amaya
This article focuses on civic education and the constitution of subjects within a complex landscape of peace and war making in Colombia. Using a genealogical approach to study the manufacturing of citizens, and drawing on a document analysis of policies, curricular guidelines, and teaching resources, this paper evidences an increasing attention to students’ skills, conducts, and interpersonal relations, rather than structural inequality and injustice. Through the examination of the “integral citizen,” I argue that the development of students as skillful civic subjects has become central to the aspiration of building and sustaining peace and democracy. Such citizens are described as individually embodying the virtues and skills of problem-solving, conflict-management, autonomy, and self-regulation of emotions. This research adds to our understanding of the construction of the ideal citizen in conflict-affected settings, and how education policy intersects with larger efforts for meaningful and sustained change.
{"title":"The making of the citizen in Colombia: Transitional assemblages, civic education, and the long quest for peace","authors":"Daniela Romero-Amaya","doi":"10.1177/17461979231151641","DOIUrl":"https://doi.org/10.1177/17461979231151641","url":null,"abstract":"This article focuses on civic education and the constitution of subjects within a complex landscape of peace and war making in Colombia. Using a genealogical approach to study the manufacturing of citizens, and drawing on a document analysis of policies, curricular guidelines, and teaching resources, this paper evidences an increasing attention to students’ skills, conducts, and interpersonal relations, rather than structural inequality and injustice. Through the examination of the “integral citizen,” I argue that the development of students as skillful civic subjects has become central to the aspiration of building and sustaining peace and democracy. Such citizens are described as individually embodying the virtues and skills of problem-solving, conflict-management, autonomy, and self-regulation of emotions. This research adds to our understanding of the construction of the ideal citizen in conflict-affected settings, and how education policy intersects with larger efforts for meaningful and sustained change.","PeriodicalId":45472,"journal":{"name":"Education Citizenship and Social Justice","volume":" ","pages":""},"PeriodicalIF":0.6,"publicationDate":"2023-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43173931","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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