Pub Date : 2021-09-01DOI: 10.1177/17461979211041334
Siamack Zahedi, Rhea Jaffer, Camille L. Bryant, Kala Bada
The development of student civic engagement has featured in Indian educational policies for decades as a critical goal of schooling. However, the narrowness of the prescribed K-12 curricula, and the intense focus on competitive exams, do not support such an outcome. To overcome this problem, ABC School in India decided to pilot service-learning in its middle-school classroom. The idea was to assess the effects of such a program on students and the community’s welfare. Analysis of data from surveys, focus groups, and interviews showed that the service-learning project might have supported increased civic engagement in some students while also enhancing the welfare of the community served. No prior peer-reviewed empirical studies have been published on the nature and effects of service-learning at schools in India.
{"title":"Service-learning effects on student civic engagement and community - A case study from India","authors":"Siamack Zahedi, Rhea Jaffer, Camille L. Bryant, Kala Bada","doi":"10.1177/17461979211041334","DOIUrl":"https://doi.org/10.1177/17461979211041334","url":null,"abstract":"The development of student civic engagement has featured in Indian educational policies for decades as a critical goal of schooling. However, the narrowness of the prescribed K-12 curricula, and the intense focus on competitive exams, do not support such an outcome. To overcome this problem, ABC School in India decided to pilot service-learning in its middle-school classroom. The idea was to assess the effects of such a program on students and the community’s welfare. Analysis of data from surveys, focus groups, and interviews showed that the service-learning project might have supported increased civic engagement in some students while also enhancing the welfare of the community served. No prior peer-reviewed empirical studies have been published on the nature and effects of service-learning at schools in India.","PeriodicalId":45472,"journal":{"name":"Education Citizenship and Social Justice","volume":"18 1","pages":"3 - 21"},"PeriodicalIF":0.6,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41930528","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 : 2021-08-26DOI: 10.1177/17461979211041332
Christopher H. Clark
Civic education is often touted as a counterweight to the contentiousness of American politics. Yet, civic education’s relationship to dislike and distrust of opposing partisans (affective polarization) remains largely untested. Simultaneously, there are calls for educators to promote more civic informed action, taking civic education beyond the walls of the classroom. This study utilizes data from a survey of the 2016 election to examine the relationship between individuals’ recalled civic education experiences (classroom pedagogy and community service) and affective polarization. In addition, this study explores two potential moderators of the relationship between civic education and affective polarization, partisan social identity strength and age. Analysis of the sample shows a significant relationship between both types of civic education experience and affective polarization, though the nature of that relationship may depend on respondents’ partisan social identity and age.
{"title":"Civic education’s relationship to affective partisan divides later in life","authors":"Christopher H. Clark","doi":"10.1177/17461979211041332","DOIUrl":"https://doi.org/10.1177/17461979211041332","url":null,"abstract":"Civic education is often touted as a counterweight to the contentiousness of American politics. Yet, civic education’s relationship to dislike and distrust of opposing partisans (affective polarization) remains largely untested. Simultaneously, there are calls for educators to promote more civic informed action, taking civic education beyond the walls of the classroom. This study utilizes data from a survey of the 2016 election to examine the relationship between individuals’ recalled civic education experiences (classroom pedagogy and community service) and affective polarization. In addition, this study explores two potential moderators of the relationship between civic education and affective polarization, partisan social identity strength and age. Analysis of the sample shows a significant relationship between both types of civic education experience and affective polarization, though the nature of that relationship may depend on respondents’ partisan social identity and age.","PeriodicalId":45472,"journal":{"name":"Education Citizenship and Social Justice","volume":"18 1","pages":"37 - 58"},"PeriodicalIF":0.6,"publicationDate":"2021-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45765008","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 : 2021-08-18DOI: 10.1177/17461979211040464
C. Fitzgerald
This qualitative research explored 9- to 12-year-old children’s citizenship participation at primary school in the Republic of Ireland. During 2016–2017, 160 children from 6 co-educational primary schools participated. Through a process of grounded analysis, children are identified as active citizen-peers of their peer groups. As citizen-peers, children used social strategies to assert their agency and autonomy within the adult-controlled school environment. Social bonding between children also influenced the ways citizen-peers negotiated peer group social hierarchies. Inductive analysis of observational data identifies children’s social strategies as covert and overt forms of Collective Social Action (CSA); motivated by competition and/or protest against the activities children did not want to participate in at school. This research found that low social bonding between children affects peer solidarity, which suggests that social bonding is an important aspect of children’s collaboration as citizen-peers at school.
{"title":"Social bonding and children’s collaborations as citizen-peers at primary school","authors":"C. Fitzgerald","doi":"10.1177/17461979211040464","DOIUrl":"https://doi.org/10.1177/17461979211040464","url":null,"abstract":"This qualitative research explored 9- to 12-year-old children’s citizenship participation at primary school in the Republic of Ireland. During 2016–2017, 160 children from 6 co-educational primary schools participated. Through a process of grounded analysis, children are identified as active citizen-peers of their peer groups. As citizen-peers, children used social strategies to assert their agency and autonomy within the adult-controlled school environment. Social bonding between children also influenced the ways citizen-peers negotiated peer group social hierarchies. Inductive analysis of observational data identifies children’s social strategies as covert and overt forms of Collective Social Action (CSA); motivated by competition and/or protest against the activities children did not want to participate in at school. This research found that low social bonding between children affects peer solidarity, which suggests that social bonding is an important aspect of children’s collaboration as citizen-peers at school.","PeriodicalId":45472,"journal":{"name":"Education Citizenship and Social Justice","volume":"18 1","pages":"22 - 36"},"PeriodicalIF":0.6,"publicationDate":"2021-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42524782","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 : 2021-08-18DOI: 10.1177/17461979211038502
Carly Muetterties
Scholars have long identified fostering democratic citizenship as a primary purpose of public schooling in the United States, as schools should intentionally prepare students with the knowledge and skills needed for active, informed democratic citizenship. In addition, global interconnectedness has reshaped needed civic competencies to participate in civic life. This conceptual article considers the intersections between civic and world history education, assessing the relationship between the two disciplines in order to create a framework of best practices in world history civic education. Global citizenship discourse is analyzed using this framework, considering how different forms may reinforce or undermine world history’s purpose of preparing students with pluralist understandings for global democratic living. Drawing on components of history education, world history, and global citizenship education scholarship, this article seeks to establish epistemological clarity as to how world history can contribute to meaningful civic education and vice versa.
{"title":"What kind of global citizen? A framework for best practices in world history civic education","authors":"Carly Muetterties","doi":"10.1177/17461979211038502","DOIUrl":"https://doi.org/10.1177/17461979211038502","url":null,"abstract":"Scholars have long identified fostering democratic citizenship as a primary purpose of public schooling in the United States, as schools should intentionally prepare students with the knowledge and skills needed for active, informed democratic citizenship. In addition, global interconnectedness has reshaped needed civic competencies to participate in civic life. This conceptual article considers the intersections between civic and world history education, assessing the relationship between the two disciplines in order to create a framework of best practices in world history civic education. Global citizenship discourse is analyzed using this framework, considering how different forms may reinforce or undermine world history’s purpose of preparing students with pluralist understandings for global democratic living. Drawing on components of history education, world history, and global citizenship education scholarship, this article seeks to establish epistemological clarity as to how world history can contribute to meaningful civic education and vice versa.","PeriodicalId":45472,"journal":{"name":"Education Citizenship and Social Justice","volume":"17 1","pages":"103 - 121"},"PeriodicalIF":0.6,"publicationDate":"2021-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41458213","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 : 2021-05-25DOI: 10.1177/1746197921999639
Dalila Coelho, João Caramelo, I. Menezes
This paper makes an empirical contribution to the debate about the pluralism of global citizenship. This is considered a crucial aspect for research, not only because charity and social justice standpoints coexist, but also in the light of growing examples of neoliberal understandings about global citizenship education and the global citizen. Informed by critical and postcolonial thinking and with a special focus on Andreotti’s discursive orientations, this paper analyses discourses of practitioners of global citizenship education who work in development NGOs in Portugal. Findings suggest that humanist views are predominant, although intertwined with neoliberal and postcolonial perspectives. They also point to an archetypical vision of the global citizen and a prevalence of the responsible citizen-consumer as an agent of social change.
{"title":"Global citizenship and the global citizen/consumer: Perspectives from practitioners in development NGOs in Portugal","authors":"Dalila Coelho, João Caramelo, I. Menezes","doi":"10.1177/1746197921999639","DOIUrl":"https://doi.org/10.1177/1746197921999639","url":null,"abstract":"This paper makes an empirical contribution to the debate about the pluralism of global citizenship. This is considered a crucial aspect for research, not only because charity and social justice standpoints coexist, but also in the light of growing examples of neoliberal understandings about global citizenship education and the global citizen. Informed by critical and postcolonial thinking and with a special focus on Andreotti’s discursive orientations, this paper analyses discourses of practitioners of global citizenship education who work in development NGOs in Portugal. Findings suggest that humanist views are predominant, although intertwined with neoliberal and postcolonial perspectives. They also point to an archetypical vision of the global citizen and a prevalence of the responsible citizen-consumer as an agent of social change.","PeriodicalId":45472,"journal":{"name":"Education Citizenship and Social Justice","volume":"17 1","pages":"155 - 170"},"PeriodicalIF":0.6,"publicationDate":"2021-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1746197921999639","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48210257","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 : 2021-05-25DOI: 10.1177/17461979211000039
Eman I Ahmed, A. Mohammed
Given the calls to reinforce the accountability of education programmes, this review evaluated studies that evaluated K-12 global citizenship education (GCED) programmes to assess the evidence that such programmes improved the students’ global learning. There are no current reviews assessing the impact of GCED programmes in the US. The authors conducted an electronic search in the educational databases to review the studies that addressed the impact of GCED programmes between 2000 and 2019. We reviewed the abstracts based on specific criteria: 33 studies met the inclusion criteria. Most of the studies were rejected because they did not provide the whole information about the programmes. The final 22 studies were selected because they provided the complete description about the evaluation programme of GCED. The review examined the components and the measures of the programmes, the approaches for collecting and analyzing data. The outcomes of the evaluated programmes support the claim that these programmes succeeded in improving students’ global learning. However, our analysis revealed flaws in the studies evaluating the impact of the GCED programmes.
{"title":"Evaluating the impact of global citizenship education programmes: A synthesis of the research","authors":"Eman I Ahmed, A. Mohammed","doi":"10.1177/17461979211000039","DOIUrl":"https://doi.org/10.1177/17461979211000039","url":null,"abstract":"Given the calls to reinforce the accountability of education programmes, this review evaluated studies that evaluated K-12 global citizenship education (GCED) programmes to assess the evidence that such programmes improved the students’ global learning. There are no current reviews assessing the impact of GCED programmes in the US. The authors conducted an electronic search in the educational databases to review the studies that addressed the impact of GCED programmes between 2000 and 2019. We reviewed the abstracts based on specific criteria: 33 studies met the inclusion criteria. Most of the studies were rejected because they did not provide the whole information about the programmes. The final 22 studies were selected because they provided the complete description about the evaluation programme of GCED. The review examined the components and the measures of the programmes, the approaches for collecting and analyzing data. The outcomes of the evaluated programmes support the claim that these programmes succeeded in improving students’ global learning. However, our analysis revealed flaws in the studies evaluating the impact of the GCED programmes.","PeriodicalId":45472,"journal":{"name":"Education Citizenship and Social Justice","volume":"17 1","pages":"122 - 140"},"PeriodicalIF":0.6,"publicationDate":"2021-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/17461979211000039","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47734043","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 : 2021-05-23DOI: 10.1177/1746197921999758
Jun Fu
This paper explores the citizenship learning of Chinese young adults through examining their participation on Weibo (the biggest micro-blogging service in China). Interview data collected from 31 young mainland Chinese adults contained their reflections on their everyday online participation on Weibo. Using the theory of communities of practice, this paper describes the citizenship learning that occurred in the context of their online participation in two intersecting dimensions. One dimension is their learning of digital citizenship in the Weibo community, manifested in their understanding and grasp of language, values, attitudes and shared commitment in this virtual space. The other is their learning of Chinese citizenship which is embodied in their understanding of Chinese society arising from their reflections of their internet-mediated social participation. This paper brings new insights into the concept of citizenship exhibited in the everyday online participation of Chinese young people, and the mutually constitutive relationship between their learning of citizenship and the forging of new citizenship. The implications of this informal learning for the content and pedagogy of formal citizenship education is discussed.
{"title":"Online citizenship learning of Chinese young adults","authors":"Jun Fu","doi":"10.1177/1746197921999758","DOIUrl":"https://doi.org/10.1177/1746197921999758","url":null,"abstract":"This paper explores the citizenship learning of Chinese young adults through examining their participation on Weibo (the biggest micro-blogging service in China). Interview data collected from 31 young mainland Chinese adults contained their reflections on their everyday online participation on Weibo. Using the theory of communities of practice, this paper describes the citizenship learning that occurred in the context of their online participation in two intersecting dimensions. One dimension is their learning of digital citizenship in the Weibo community, manifested in their understanding and grasp of language, values, attitudes and shared commitment in this virtual space. The other is their learning of Chinese citizenship which is embodied in their understanding of Chinese society arising from their reflections of their internet-mediated social participation. This paper brings new insights into the concept of citizenship exhibited in the everyday online participation of Chinese young people, and the mutually constitutive relationship between their learning of citizenship and the forging of new citizenship. The implications of this informal learning for the content and pedagogy of formal citizenship education is discussed.","PeriodicalId":45472,"journal":{"name":"Education Citizenship and Social Justice","volume":"17 1","pages":"141 - 154"},"PeriodicalIF":0.6,"publicationDate":"2021-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1746197921999758","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46261645","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 : 2021-03-16DOI: 10.1177/1746197921999315
Jacob Henry
Scholars argue that international volunteering must not be framed as altruism or charity; rather, it should invoke themes from decolonial justice theorizing. Volunteers who have benefited from colonial-imperial structural advantages should understand their labor as a kind of reparation for ongoing structural dispossession. I argue that spatial imaginaries are central to this project. Volunteers can better situate themselves with decolonial intentionality if they adopt what Edward Said called contrapuntal theories of geography. The volunteer orientation phase is the best time to instill this spatial imaginary. This study analyzes how volunteers theorize “home” and “away” as they become teachers in Namibia. Drawing from a “netnographic” discourse analysis of their public blogs, I find that volunteers are likely to subscribe to a geographical imaginary of atomized and disconnected spaces, lacking the conceptual tools needed to grapple with decolonial justice and to implement dues-paying volunteering in their classrooms.
{"title":"The spatial imaginaries of international volunteer teachers: Contrapuntal and disconnected geographies","authors":"Jacob Henry","doi":"10.1177/1746197921999315","DOIUrl":"https://doi.org/10.1177/1746197921999315","url":null,"abstract":"Scholars argue that international volunteering must not be framed as altruism or charity; rather, it should invoke themes from decolonial justice theorizing. Volunteers who have benefited from colonial-imperial structural advantages should understand their labor as a kind of reparation for ongoing structural dispossession. I argue that spatial imaginaries are central to this project. Volunteers can better situate themselves with decolonial intentionality if they adopt what Edward Said called contrapuntal theories of geography. The volunteer orientation phase is the best time to instill this spatial imaginary. This study analyzes how volunteers theorize “home” and “away” as they become teachers in Namibia. Drawing from a “netnographic” discourse analysis of their public blogs, I find that volunteers are likely to subscribe to a geographical imaginary of atomized and disconnected spaces, lacking the conceptual tools needed to grapple with decolonial justice and to implement dues-paying volunteering in their classrooms.","PeriodicalId":45472,"journal":{"name":"Education Citizenship and Social Justice","volume":"17 1","pages":"171 - 187"},"PeriodicalIF":0.6,"publicationDate":"2021-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1746197921999315","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42715825","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 : 2021-03-16DOI: 10.1177/1746197921995143
Michalinos Zembylas
This paper brings together Arendt’s insights on evil and thinking along with her concerns about the role of emotions in political life. The central questions driving this exploration are two: How does Arendt understand ‘thinking’ in her theory of evil and what can educators learn from this? What are her concerns about the role of emotions in public life and which pedagogical insights may be drawn? In attempting to respond to these questions, the analysis draws connections between Arendt’s concept of thinking and its influence on evil-doing, clarifies the distinction between rationality and critical thinking in Arendt’s thought, and discusses the ethical and political consequences of eliminating the dichotomy between reason and emotion. It is argued that, despite some limitations, the use of Arendt’s insights as a pedagogical and educational source working against evil-doing in a democratic society is of crucial importance, especially in these uncertain times.
{"title":"Evil, thinking, and emotions in Hannah Arendt’s political philosophy: Implications for the teaching of democratic citizenship","authors":"Michalinos Zembylas","doi":"10.1177/1746197921995143","DOIUrl":"https://doi.org/10.1177/1746197921995143","url":null,"abstract":"This paper brings together Arendt’s insights on evil and thinking along with her concerns about the role of emotions in political life. The central questions driving this exploration are two: How does Arendt understand ‘thinking’ in her theory of evil and what can educators learn from this? What are her concerns about the role of emotions in public life and which pedagogical insights may be drawn? In attempting to respond to these questions, the analysis draws connections between Arendt’s concept of thinking and its influence on evil-doing, clarifies the distinction between rationality and critical thinking in Arendt’s thought, and discusses the ethical and political consequences of eliminating the dichotomy between reason and emotion. It is argued that, despite some limitations, the use of Arendt’s insights as a pedagogical and educational source working against evil-doing in a democratic society is of crucial importance, especially in these uncertain times.","PeriodicalId":45472,"journal":{"name":"Education Citizenship and Social Justice","volume":"17 1","pages":"3 - 17"},"PeriodicalIF":0.6,"publicationDate":"2021-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1746197921995143","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49188350","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 : 2021-02-23DOI: 10.1177/1746197921995153
Deborah Crook, P. Cox
This article addresses the fundamental issue of using qualitative research methods that encourage young people’s participation in settings that more commonly promote neoliberalism at the expense of social justice. Through a case study in an English primary school, it demonstrates how complexity-informed participatory action research could be advanced to enable young people’s participation rights, by building intergenerational relationships that reposition young people and adults within systems and by revealing local and global complexities involved in conceptualising transformational resistance. The developing method is discussed providing an original contribution to knowledge and practice in research with young people, with potential to reconcile schooling and socially just strategy.
{"title":"A case for complexity-informed participatory action research with young people","authors":"Deborah Crook, P. Cox","doi":"10.1177/1746197921995153","DOIUrl":"https://doi.org/10.1177/1746197921995153","url":null,"abstract":"This article addresses the fundamental issue of using qualitative research methods that encourage young people’s participation in settings that more commonly promote neoliberalism at the expense of social justice. Through a case study in an English primary school, it demonstrates how complexity-informed participatory action research could be advanced to enable young people’s participation rights, by building intergenerational relationships that reposition young people and adults within systems and by revealing local and global complexities involved in conceptualising transformational resistance. The developing method is discussed providing an original contribution to knowledge and practice in research with young people, with potential to reconcile schooling and socially just strategy.","PeriodicalId":45472,"journal":{"name":"Education Citizenship and Social Justice","volume":"17 1","pages":"188 - 202"},"PeriodicalIF":0.6,"publicationDate":"2021-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1746197921995153","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48860746","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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