Pub Date : 2021-12-22DOI: 10.1080/17457823.2021.2015609
Peter Erlandson, Mattias Bengtsson Lau
ABSTRACT All over the world, there are schools that represent a different educational system and a different curriculum than the country these schools are situated in. Swedish Schools in turn are located in different parts of the world. The main purpose of this study is to describe and analyse some aspects of the social life at one of these schools, as well as some aspects of the relationship between the cultural life at the school and surrounding African environment. The school serves as a protected oasis where children can feel at home and cultivate new acquaintances in a small and safe environment. But the Swedish school also becomes the cultural hub for containing the Swedish teachers’ and parents’ value-system and identities, leaving them pretty much unaltered. Despite the end of formal colonial structures, the West still dominates and controls its former colonies discursively as well as economically and politically.
{"title":"The Northern European Band: A Swedish school in Africa - An ethnographic study","authors":"Peter Erlandson, Mattias Bengtsson Lau","doi":"10.1080/17457823.2021.2015609","DOIUrl":"https://doi.org/10.1080/17457823.2021.2015609","url":null,"abstract":"ABSTRACT All over the world, there are schools that represent a different educational system and a different curriculum than the country these schools are situated in. Swedish Schools in turn are located in different parts of the world. The main purpose of this study is to describe and analyse some aspects of the social life at one of these schools, as well as some aspects of the relationship between the cultural life at the school and surrounding African environment. The school serves as a protected oasis where children can feel at home and cultivate new acquaintances in a small and safe environment. But the Swedish school also becomes the cultural hub for containing the Swedish teachers’ and parents’ value-system and identities, leaving them pretty much unaltered. Despite the end of formal colonial structures, the West still dominates and controls its former colonies discursively as well as economically and politically.","PeriodicalId":46203,"journal":{"name":"Ethnography and Education","volume":"17 1","pages":"106 - 121"},"PeriodicalIF":0.5,"publicationDate":"2021-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46923137","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 : 2021-12-20DOI: 10.1080/17457823.2021.2015608
Peter Erlandson, Mikael R. Karlsson
ABSTRACT This article addresses the fact that local school practices in Sweden today seem to be under constant change as a consequence of the ongoing and forceful neoliberalisation of society that has been going on for about three decades. The pressure on teachers and school leaders has increased due to school rankings and quality assessment has become an important instrument for administrators and evaluators. In this ethnographic study, we describe and analyse school change; the reactions on change and the initiatives to employ school change within a secondary high school. Moreover, we develop our thinking on how this situation of constant school change may be viewed in the larger social scheme of things. Or to be more precise, this study focuses on school change that seems to have become one of the central features of the neoliberal educational system.
{"title":"Change as technology in a Swedish secondary high school","authors":"Peter Erlandson, Mikael R. Karlsson","doi":"10.1080/17457823.2021.2015608","DOIUrl":"https://doi.org/10.1080/17457823.2021.2015608","url":null,"abstract":"ABSTRACT This article addresses the fact that local school practices in Sweden today seem to be under constant change as a consequence of the ongoing and forceful neoliberalisation of society that has been going on for about three decades. The pressure on teachers and school leaders has increased due to school rankings and quality assessment has become an important instrument for administrators and evaluators. In this ethnographic study, we describe and analyse school change; the reactions on change and the initiatives to employ school change within a secondary high school. Moreover, we develop our thinking on how this situation of constant school change may be viewed in the larger social scheme of things. Or to be more precise, this study focuses on school change that seems to have become one of the central features of the neoliberal educational system.","PeriodicalId":46203,"journal":{"name":"Ethnography and Education","volume":"17 1","pages":"91 - 105"},"PeriodicalIF":0.5,"publicationDate":"2021-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43404756","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 : 2021-11-17DOI: 10.1080/17457823.2021.2005649
Chunmei Yan, Chuanjun He
ABSTRACT Theory-practice gap has been a long-standing challenge in teacher education, however, there has been scarce attention to student teachers’ theory learning experiences. This ethnographic study aimed to examine Chinese EFL (English as a foreign language) M.E.d. student teachers’ perceptions of the value of theory and their experiences of theory learning on the Master of Education programme. Four triangulated sources of data were employed, including student teachers’ portfolios of written responses to academic papers and reflections on their two-stage school experiences, longitudinal participant observations, course evaluations, and focus groups. It was found that the student teachers held paradoxical perceptions about theory learning. They endorsed the importance of theories, but resisted the mainstream theory learning methods which heavily relied on de-contextualised lecturing by teacher educators. To enhance student teachers’ theory learning experiences requires teacher educators’ overall instructional transformations, increased opportunities for reflective learning-to-teach experiences, and student teachers’ attitudinal change and sustained efforts.
{"title":"Illuminating Chinese EFL student teachers’ paradoxical perceptions of theory learning experiences","authors":"Chunmei Yan, Chuanjun He","doi":"10.1080/17457823.2021.2005649","DOIUrl":"https://doi.org/10.1080/17457823.2021.2005649","url":null,"abstract":"ABSTRACT Theory-practice gap has been a long-standing challenge in teacher education, however, there has been scarce attention to student teachers’ theory learning experiences. This ethnographic study aimed to examine Chinese EFL (English as a foreign language) M.E.d. student teachers’ perceptions of the value of theory and their experiences of theory learning on the Master of Education programme. Four triangulated sources of data were employed, including student teachers’ portfolios of written responses to academic papers and reflections on their two-stage school experiences, longitudinal participant observations, course evaluations, and focus groups. It was found that the student teachers held paradoxical perceptions about theory learning. They endorsed the importance of theories, but resisted the mainstream theory learning methods which heavily relied on de-contextualised lecturing by teacher educators. To enhance student teachers’ theory learning experiences requires teacher educators’ overall instructional transformations, increased opportunities for reflective learning-to-teach experiences, and student teachers’ attitudinal change and sustained efforts.","PeriodicalId":46203,"journal":{"name":"Ethnography and Education","volume":"17 1","pages":"71 - 88"},"PeriodicalIF":0.5,"publicationDate":"2021-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46262825","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 : 2021-11-02DOI: 10.1080/17457823.2021.1998786
J. Doyle
ABSTRACT The newly arrived Roma Slovak community in a large urban city in the north of England has been widely perceived as having a myriad of social problems and there is a conflict with the wider community. This paper presents the results of a project to explore barriers and possibilities for the social and educational integration of newly arrived Roma Slovak migrants in the UK. The research carried out ethnographic fieldwork in a post-16 service for young people, using a CRT approach based on Yosso’s community cultural wealth model. The paper also applies an intersectional analysis and problematises assumptions that portray Roma communities as homogeneous, marginalised, and uncritically family oriented. The findings recover the voices and perspectives of the Roma Slovak community from a critical, though positive, perspective. The Roma Slovak students’ stories that emerged from this research are in stark contrast to the negative stereotypes commonly shared about the community.
{"title":"So much to offer: an exploration of learning and cultural wealth with Roma Slovak post-16 students","authors":"J. Doyle","doi":"10.1080/17457823.2021.1998786","DOIUrl":"https://doi.org/10.1080/17457823.2021.1998786","url":null,"abstract":"ABSTRACT The newly arrived Roma Slovak community in a large urban city in the north of England has been widely perceived as having a myriad of social problems and there is a conflict with the wider community. This paper presents the results of a project to explore barriers and possibilities for the social and educational integration of newly arrived Roma Slovak migrants in the UK. The research carried out ethnographic fieldwork in a post-16 service for young people, using a CRT approach based on Yosso’s community cultural wealth model. The paper also applies an intersectional analysis and problematises assumptions that portray Roma communities as homogeneous, marginalised, and uncritically family oriented. The findings recover the voices and perspectives of the Roma Slovak community from a critical, though positive, perspective. The Roma Slovak students’ stories that emerged from this research are in stark contrast to the negative stereotypes commonly shared about the community.","PeriodicalId":46203,"journal":{"name":"Ethnography and Education","volume":"17 1","pages":"49 - 70"},"PeriodicalIF":0.5,"publicationDate":"2021-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44017605","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 : 2021-10-15DOI: 10.1080/17457823.2021.1990099
Anna Winlund
ABSTRACT This article investigates the rules of schooling which might be new to recently immigrated adolescents with few prior experiences of school-based learning. The purpose was to study how the ‘external grammar’ (Gee 2005)—i.e. the thoughts, beliefs, values, actions and social interactions—associated with a classroom was negotiated in a language introductory school in Sweden. The ethnographic data were collected during one school year spent among ten students and their teachers. The analysis considers examples from the data that are ordered into three broad categories: chrono-spatial discipline, the use of literacy tools and practices, and being a student in relation to others. Some of these rules seemed to promote learning in this specific context, but also prepared the students for future studies, while other rules seemed adapted to these particular students’ prerequisites for learning. Examples of some students challenging these rules are also analysed as a demonstration of students’ agency.
{"title":"Decoding the rules of schooling – instruction of recently immigrated adolescents with emergent literacy in a language introductory school in Sweden","authors":"Anna Winlund","doi":"10.1080/17457823.2021.1990099","DOIUrl":"https://doi.org/10.1080/17457823.2021.1990099","url":null,"abstract":"ABSTRACT This article investigates the rules of schooling which might be new to recently immigrated adolescents with few prior experiences of school-based learning. The purpose was to study how the ‘external grammar’ (Gee 2005)—i.e. the thoughts, beliefs, values, actions and social interactions—associated with a classroom was negotiated in a language introductory school in Sweden. The ethnographic data were collected during one school year spent among ten students and their teachers. The analysis considers examples from the data that are ordered into three broad categories: chrono-spatial discipline, the use of literacy tools and practices, and being a student in relation to others. Some of these rules seemed to promote learning in this specific context, but also prepared the students for future studies, while other rules seemed adapted to these particular students’ prerequisites for learning. Examples of some students challenging these rules are also analysed as a demonstration of students’ agency.","PeriodicalId":46203,"journal":{"name":"Ethnography and Education","volume":"17 1","pages":"17 - 32"},"PeriodicalIF":0.5,"publicationDate":"2021-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43980692","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 : 2021-10-15DOI: 10.1080/17457823.2021.1990100
Katarzyna Gawlicz, Z. Millei
ABSTRACT The paper examines school meetings held in a small democratic school in Poland in order to explore how school communities are formed. Drawing on Foucault’s concept of power, the authors analyse fieldnotes and interview excerpts to reveal how voice and scripted bodily expressions accompanying verbal utterances are privileged in these school meetings to forge a community. Rather than being merely a space where students can act as empowered participants in democratic school governance, the school meetings are also argued to reduce the modalities of participation to voice and embodied forms of action and attention. Voiced participation is thereby instrumentalised to construct a democratic community with its dynamics of inclusions and exclusions. The paper concludes by pointing to reflexive engagements with utilising voice in democratic communities.
{"title":"Critiquing the use of children’s voice as a means of forging the community in a Polish democratic school","authors":"Katarzyna Gawlicz, Z. Millei","doi":"10.1080/17457823.2021.1990100","DOIUrl":"https://doi.org/10.1080/17457823.2021.1990100","url":null,"abstract":"ABSTRACT The paper examines school meetings held in a small democratic school in Poland in order to explore how school communities are formed. Drawing on Foucault’s concept of power, the authors analyse fieldnotes and interview excerpts to reveal how voice and scripted bodily expressions accompanying verbal utterances are privileged in these school meetings to forge a community. Rather than being merely a space where students can act as empowered participants in democratic school governance, the school meetings are also argued to reduce the modalities of participation to voice and embodied forms of action and attention. Voiced participation is thereby instrumentalised to construct a democratic community with its dynamics of inclusions and exclusions. The paper concludes by pointing to reflexive engagements with utilising voice in democratic communities.","PeriodicalId":46203,"journal":{"name":"Ethnography and Education","volume":"17 1","pages":"33 - 48"},"PeriodicalIF":0.5,"publicationDate":"2021-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45702732","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 : 2021-10-02DOI: 10.1080/17457823.2021.1952638
Hannes Leuschner
ABSTRACT This article presents an ethnography of the entanglement of space, learning and teaching bodies and pedagogical authority in a primary school in Germany. We focus on the spatial placement of a boy diagnosed with ‘special needs’. Inspired by Carol Taylor’s analysis of a male teacher’s authority at a college. we describe the boy’s changeable seating position first with de Certeau’s spatial understanding of power relations and then with Barad’s agential realism. By conducting this ‘diffractive’ analysis of his performances, we can show how he is subjected to the teacher’s authority and has a remarkable authoritative power himself at the same time. Finally, by focussing on the relationship between the researcher and the boy, we discuss the process of data gathering as it is entangled with the interpretation of data.
{"title":"Peter’s positions: a diffractive analysis of authority in a year one classroom","authors":"Hannes Leuschner","doi":"10.1080/17457823.2021.1952638","DOIUrl":"https://doi.org/10.1080/17457823.2021.1952638","url":null,"abstract":"ABSTRACT This article presents an ethnography of the entanglement of space, learning and teaching bodies and pedagogical authority in a primary school in Germany. We focus on the spatial placement of a boy diagnosed with ‘special needs’. Inspired by Carol Taylor’s analysis of a male teacher’s authority at a college. we describe the boy’s changeable seating position first with de Certeau’s spatial understanding of power relations and then with Barad’s agential realism. By conducting this ‘diffractive’ analysis of his performances, we can show how he is subjected to the teacher’s authority and has a remarkable authoritative power himself at the same time. Finally, by focussing on the relationship between the researcher and the boy, we discuss the process of data gathering as it is entangled with the interpretation of data.","PeriodicalId":46203,"journal":{"name":"Ethnography and Education","volume":"16 1","pages":"475 - 490"},"PeriodicalIF":0.5,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/17457823.2021.1952638","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44628534","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 : 2021-10-02DOI: 10.1080/17457823.2021.1961094
Sarah Gallo
ABSTRACT Drawing from an ethnographic study with families who relocated from the United States to Mexico, I explore what I call parents’ transborder pedagogies of the home, or the home-based educational practices that adults with experiences across transnational institutions draw upon to prepare their children for life and learning on both sides of the border. I argue it is important to understand parents of forced repatriation as transborder thinkers who draw upon a range of transnational knowledges that push against mononational expectations to educate their children and make challenging schooling decisions. Findings illustrate how caregivers and children may vary in their alignment regarding these decisions, especially when U.S.-born children’s return to the United States for schooling would entail new arrangements of family separation due to the lack of authorised pathways for their parents’ return.
{"title":"Transborder pedagogies of the home in contexts of forced repatriation","authors":"Sarah Gallo","doi":"10.1080/17457823.2021.1961094","DOIUrl":"https://doi.org/10.1080/17457823.2021.1961094","url":null,"abstract":"ABSTRACT Drawing from an ethnographic study with families who relocated from the United States to Mexico, I explore what I call parents’ transborder pedagogies of the home, or the home-based educational practices that adults with experiences across transnational institutions draw upon to prepare their children for life and learning on both sides of the border. I argue it is important to understand parents of forced repatriation as transborder thinkers who draw upon a range of transnational knowledges that push against mononational expectations to educate their children and make challenging schooling decisions. Findings illustrate how caregivers and children may vary in their alignment regarding these decisions, especially when U.S.-born children’s return to the United States for schooling would entail new arrangements of family separation due to the lack of authorised pathways for their parents’ return.","PeriodicalId":46203,"journal":{"name":"Ethnography and Education","volume":"16 1","pages":"491 - 506"},"PeriodicalIF":0.5,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/17457823.2021.1961094","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47458771","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 : 2021-10-02DOI: 10.1080/17457823.2021.1952636
N. Nurjanah, I. Mardia, T. Turmudi
ABSTRACT This research aims to explore the use of ethnomathematics in revealing mathematical representations and in the formulation of a calculation system used in the Marosok trading tradition by the Minangkabau tribe in West Sumatra. Ethnomathematics studies ideas in various cultural activities practiced by ethnic, social, or professional groups. The tradition involves nonverbal communication, such as shaking hands with ‘Marosok’ or touching covered fingers to obtain price agreements in trading livestock. Therefore, this study was conducted using qualitative approaches and the ethnographic method via field notes, unstructured interviews, and documentation studies. The findings showed that mathematical representations of finger symbols and gestures in the Marosok Tradition contain basic numbers. These include half, one, two, two and a half, three, four, five, etc. with functions, such as addition and subtraction, which are used to obtain other numbers needed in livestock trading transactions using specific formulas.
{"title":"Ethnomathematics study of Minangkabau tribe: formulation of mathematical representation in the Marosok traditional trading","authors":"N. Nurjanah, I. Mardia, T. Turmudi","doi":"10.1080/17457823.2021.1952636","DOIUrl":"https://doi.org/10.1080/17457823.2021.1952636","url":null,"abstract":"ABSTRACT This research aims to explore the use of ethnomathematics in revealing mathematical representations and in the formulation of a calculation system used in the Marosok trading tradition by the Minangkabau tribe in West Sumatra. Ethnomathematics studies ideas in various cultural activities practiced by ethnic, social, or professional groups. The tradition involves nonverbal communication, such as shaking hands with ‘Marosok’ or touching covered fingers to obtain price agreements in trading livestock. Therefore, this study was conducted using qualitative approaches and the ethnographic method via field notes, unstructured interviews, and documentation studies. The findings showed that mathematical representations of finger symbols and gestures in the Marosok Tradition contain basic numbers. These include half, one, two, two and a half, three, four, five, etc. with functions, such as addition and subtraction, which are used to obtain other numbers needed in livestock trading transactions using specific formulas.","PeriodicalId":46203,"journal":{"name":"Ethnography and Education","volume":"16 1","pages":"437 - 456"},"PeriodicalIF":0.5,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48068266","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 : 2021-09-16DOI: 10.1080/17457823.2021.1976661
C. Player-Koro, Anna Jobér, Annika Bergviken Rensfeldt
ABSTRACT This paper explores educational trade fairs as part of the contemporary networked governance of public sector education. The focus is on the forms and functions of network governance in educational trade fairs and how different powers of private and public networking actors and ideas are played out, including the wider implications for education. Based on an event ethnographic case study of a Nordic educational technology fair, the study identifies three significant forms of how network governance powers are constituted: through consensual culture, blurred public-private actor roles, and market individualised addresses. Together this network governance has de-politicising effects that mask power imbalances and evoke democratic challenges for public sector education. The paper discusses how diffused market networking powers shape a national public education sector, and the forms of resistance and responsibilities within such governance. The merits of in-depth process-based event ethnography, which includes social media data, are raised and problematised.
{"title":"De-politicised effects with networked governance? An event ethnography study on education trade fairs","authors":"C. Player-Koro, Anna Jobér, Annika Bergviken Rensfeldt","doi":"10.1080/17457823.2021.1976661","DOIUrl":"https://doi.org/10.1080/17457823.2021.1976661","url":null,"abstract":"ABSTRACT This paper explores educational trade fairs as part of the contemporary networked governance of public sector education. The focus is on the forms and functions of network governance in educational trade fairs and how different powers of private and public networking actors and ideas are played out, including the wider implications for education. Based on an event ethnographic case study of a Nordic educational technology fair, the study identifies three significant forms of how network governance powers are constituted: through consensual culture, blurred public-private actor roles, and market individualised addresses. Together this network governance has de-politicising effects that mask power imbalances and evoke democratic challenges for public sector education. The paper discusses how diffused market networking powers shape a national public education sector, and the forms of resistance and responsibilities within such governance. The merits of in-depth process-based event ethnography, which includes social media data, are raised and problematised.","PeriodicalId":46203,"journal":{"name":"Ethnography and Education","volume":"17 1","pages":"1 - 16"},"PeriodicalIF":0.5,"publicationDate":"2021-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47120410","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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