Pub Date : 2022-05-10DOI: 10.1080/00933104.2022.2069529
Brittany L. Jones
ABSTRACT Fear has shaped events throughout U.S. history, as those who have possessed fear have weaponized this emotion to justify violence and oppression while others have used fear as an impetus for radical resistance. Fear, however, has been an under-researched emotion in history education. Using critical discourse analysis methods, in this article I aim to move fear from the periphery to the forefront by analyzing how fear is discussed in Virginia’s U.S. History Standards and Curriculum Framework. Drawing from theories of BlackCrit and Feeling Power, three findings emerged from this study: The standards only describe fear as an emotion possessed by white people, the inclusion of Black suffering does not lead to Black fear, and Black people do not fear. This work illuminates the importance of examining emotions, particularly fear, in social studies education and has implications for both K–12 teachers and teacher education.
{"title":"Feeling fear as power and oppression: An examination of Black and white fear in Virginia’s U.S. history standards and curriculum framework","authors":"Brittany L. Jones","doi":"10.1080/00933104.2022.2069529","DOIUrl":"https://doi.org/10.1080/00933104.2022.2069529","url":null,"abstract":"ABSTRACT Fear has shaped events throughout U.S. history, as those who have possessed fear have weaponized this emotion to justify violence and oppression while others have used fear as an impetus for radical resistance. Fear, however, has been an under-researched emotion in history education. Using critical discourse analysis methods, in this article I aim to move fear from the periphery to the forefront by analyzing how fear is discussed in Virginia’s U.S. History Standards and Curriculum Framework. Drawing from theories of BlackCrit and Feeling Power, three findings emerged from this study: The standards only describe fear as an emotion possessed by white people, the inclusion of Black suffering does not lead to Black fear, and Black people do not fear. This work illuminates the importance of examining emotions, particularly fear, in social studies education and has implications for both K–12 teachers and teacher education.","PeriodicalId":46808,"journal":{"name":"Theory and Research in Social Education","volume":"50 1","pages":"431 - 463"},"PeriodicalIF":2.6,"publicationDate":"2022-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45694119","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-15DOI: 10.1080/00933104.2022.2057271
A. Vickery
For nearly 50 years, SchoolHouse Rocks! has been a staple in the education of millions of children in the United States. There were seven seasons of the hit television show, with Season 3, titled America Rock!, focusing on U.S. history and civics. The show’s catchy and folksy tunes have been used by social studies educators to teach young people basic civic knowledge, with episodes on the American Revolution, the Constitution, women’s suffrage, westward expansion, the three branches of government, the Electoral College, and immigration and assimilation. The common thread throughout the season promotes a narrative of the past that centers the greatness of white men as the founders and purveyors of American Democracy. This version of history and civics centers white middle class culture and norms while positioning people of Color as the “Other”—different and inferior and not seen as part of America’s national identity (Takaki, 2008). Given that SchoolHouse Rocks! is a relic from a different historical era, we cannot expect the young people of today to connect with the whitewashed version of history and civics presented in these videos. That was until We The People pulled up to the scene in July of 2021. We The People is an animated streaming series on Netflix that serves as an update to the original SchoolHouse Rocks! America Rock season. The series consists of 10 four-minute episodes with stunning animation and visuals that cover topics such as active citizenship, federalism, the courts, taxes, and immigration. Each episode features original songs written and performed by modern day artists like Janelle Monae, H.E.R, Lin-Manuel Miranda, Brandi Carlile, Cordae, Andra Day, Adam Lambert, and National Youth Poet Laureate Amanda Gorman. The series was developed by some heavy hitters in the entertainment industry: Chris Nee, who created the lovable Doc McStuffins children’s television show; Kenya Barris, the creator of the widely popular ABC primetime show Black-ish; along with the ultimate power couple, former President and forever First Lady Barack and Michelle Obama.
近50年来，校舍摇滚！一直是美国数百万儿童教育的主要内容。这部热播电视剧共有七季，第三季名为《美国摇滚》！，专注于美国历史和公民。该节目朗朗上口、通俗易懂的曲调被社会研究教育工作者用来教授年轻人基本的公民知识，其中包括关于美国革命、宪法、妇女选举权、向西扩张、政府三个部门、选举团以及移民和同化的片段。这一季的共同主线促进了对过去的叙事，以白人作为美国民主的创始人和提供者的伟大为中心。这一版本的历史和公民学以白人中产阶级文化和规范为中心，同时将有色人种定位为“他者”——不同且低人一等，不被视为美国国家身份的一部分（Takaki，2008）。考虑到校舍的岩石！是一个不同历史时代的遗迹，我们不能指望今天的年轻人会与这些视频中呈现的历史和公民的粉饰版本联系在一起。直到2021年7月，“我们人民”来到现场。《我们是人民》是Netflix上的一部动画流媒体连续剧，是对原版《校舍岩石》的更新！美国摇滚季。该系列由10集4分钟组成，配有令人惊叹的动画和视觉效果，涵盖了积极的公民身份、联邦制、法院、税收和移民等主题。每一集都有现代艺术家创作和表演的原创歌曲，如Janelle Monae、H.E.R、Lin Manuel Miranda、Brandi Carlile、Cordae、Andra day、Adam Lambert和国家青年桂冠诗人Amanda Gorman。这部电视剧是由娱乐圈的一些重量级人物开发的：克里斯·倪，他创造了可爱的Doc McStuffins儿童电视节目；肯尼亚巴里斯，广受欢迎的美国广播公司黄金时段节目《黑人至上》的创作者；以及最终的权力夫妇，前总统和永远的第一夫人巴拉克和米歇尔·奥巴马。
{"title":"We, too, sing America: Preparing a new generation of active citizens","authors":"A. Vickery","doi":"10.1080/00933104.2022.2057271","DOIUrl":"https://doi.org/10.1080/00933104.2022.2057271","url":null,"abstract":"For nearly 50 years, SchoolHouse Rocks! has been a staple in the education of millions of children in the United States. There were seven seasons of the hit television show, with Season 3, titled America Rock!, focusing on U.S. history and civics. The show’s catchy and folksy tunes have been used by social studies educators to teach young people basic civic knowledge, with episodes on the American Revolution, the Constitution, women’s suffrage, westward expansion, the three branches of government, the Electoral College, and immigration and assimilation. The common thread throughout the season promotes a narrative of the past that centers the greatness of white men as the founders and purveyors of American Democracy. This version of history and civics centers white middle class culture and norms while positioning people of Color as the “Other”—different and inferior and not seen as part of America’s national identity (Takaki, 2008). Given that SchoolHouse Rocks! is a relic from a different historical era, we cannot expect the young people of today to connect with the whitewashed version of history and civics presented in these videos. That was until We The People pulled up to the scene in July of 2021. We The People is an animated streaming series on Netflix that serves as an update to the original SchoolHouse Rocks! America Rock season. The series consists of 10 four-minute episodes with stunning animation and visuals that cover topics such as active citizenship, federalism, the courts, taxes, and immigration. Each episode features original songs written and performed by modern day artists like Janelle Monae, H.E.R, Lin-Manuel Miranda, Brandi Carlile, Cordae, Andra Day, Adam Lambert, and National Youth Poet Laureate Amanda Gorman. The series was developed by some heavy hitters in the entertainment industry: Chris Nee, who created the lovable Doc McStuffins children’s television show; Kenya Barris, the creator of the widely popular ABC primetime show Black-ish; along with the ultimate power couple, former President and forever First Lady Barack and Michelle Obama.","PeriodicalId":46808,"journal":{"name":"Theory and Research in Social Education","volume":"51 1","pages":"324 - 331"},"PeriodicalIF":2.6,"publicationDate":"2022-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47444388","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-29DOI: 10.1080/00933104.2022.2051106
Lisa De Schaepmeester, J. van Braak, Koen Aesaert
ABSTRACT This study aims to explore the interrelatedness of socio-ethnic classroom diversity, teachers’ citizenship beliefs, teacher practices to create a citizenship-fostering classroom climate, and their relationship with social citizenship competences of primary school students in Flanders. Data were gathered from 686 sixth-grade primary school students in 44 classrooms and their 44 teachers. To analyze the data, a multilevel path analysis was conducted for each of the social citizenship components (i.e., skills, knowledge, attitudes, reflections). Results indicate that ethnic classroom diversity is related to teachers’ liberal-critical citizenship beliefs, which in turn are linked to their practices in creating a citizenship-fostering classroom climate. Regarding their role in fostering students’ social citizenship competences, three significant relationships were found. First, more social classroom diversity was positively related to students’ attitudes toward dealing with conflicts. Second, teachers’ conservative citizenship beliefs negatively related to students’ reflections about acting in a socially responsible manner and dealing with differences. Finally, contrary to expectations, students from classrooms with teachers contributing more to a citizenship-fostering climate scored lower on knowledge about acting in a socially responsible manner and dealing with conflicts.
{"title":"Social citizenship competences at the end of primary school: The role of socio-ethnic classroom diversity and teachers’ citizenship beliefs and practices in the classroom climate","authors":"Lisa De Schaepmeester, J. van Braak, Koen Aesaert","doi":"10.1080/00933104.2022.2051106","DOIUrl":"https://doi.org/10.1080/00933104.2022.2051106","url":null,"abstract":"ABSTRACT This study aims to explore the interrelatedness of socio-ethnic classroom diversity, teachers’ citizenship beliefs, teacher practices to create a citizenship-fostering classroom climate, and their relationship with social citizenship competences of primary school students in Flanders. Data were gathered from 686 sixth-grade primary school students in 44 classrooms and their 44 teachers. To analyze the data, a multilevel path analysis was conducted for each of the social citizenship components (i.e., skills, knowledge, attitudes, reflections). Results indicate that ethnic classroom diversity is related to teachers’ liberal-critical citizenship beliefs, which in turn are linked to their practices in creating a citizenship-fostering classroom climate. Regarding their role in fostering students’ social citizenship competences, three significant relationships were found. First, more social classroom diversity was positively related to students’ attitudes toward dealing with conflicts. Second, teachers’ conservative citizenship beliefs negatively related to students’ reflections about acting in a socially responsible manner and dealing with differences. Finally, contrary to expectations, students from classrooms with teachers contributing more to a citizenship-fostering climate scored lower on knowledge about acting in a socially responsible manner and dealing with conflicts.","PeriodicalId":46808,"journal":{"name":"Theory and Research in Social Education","volume":"50 1","pages":"297 - 326"},"PeriodicalIF":2.6,"publicationDate":"2022-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44194968","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-21DOI: 10.1080/00933104.2022.2048426
Maribel Santiago, Tadashi Dozono
ABSTRACT This article discusses the false dichotomy between criticality and historical inquiry. We argue that adding “critical” to “historical inquiry” can be interpreted as something distinct, instead of integral, to historical inquiry. It can normalize the idea that historical thinking is not critical, which, in turn, upholds the illusion that historical inquiry research is not inherently ideological or political. It inadvertently reifies a false dichotomy that silos historical inquiry scholarship into two camps: one that is deemed political because it directly engages in criticality and another that is deemed apolitical because it claims objectivity. We make three assertions: historical inquiry is already critical; history education research and critical scholarship share common commitments; and historical thinking should embrace the tension and other forms of knowledge as necessary to developing as a field. We conceptualize this tension as a space of possibility that repairs the marginalization of and centers Black, Indigenous, Latinx, and Asian American knowledge.
{"title":"History is critical: Addressing the false dichotomy between historical inquiry and criticality","authors":"Maribel Santiago, Tadashi Dozono","doi":"10.1080/00933104.2022.2048426","DOIUrl":"https://doi.org/10.1080/00933104.2022.2048426","url":null,"abstract":"ABSTRACT This article discusses the false dichotomy between criticality and historical inquiry. We argue that adding “critical” to “historical inquiry” can be interpreted as something distinct, instead of integral, to historical inquiry. It can normalize the idea that historical thinking is not critical, which, in turn, upholds the illusion that historical inquiry research is not inherently ideological or political. It inadvertently reifies a false dichotomy that silos historical inquiry scholarship into two camps: one that is deemed political because it directly engages in criticality and another that is deemed apolitical because it claims objectivity. We make three assertions: historical inquiry is already critical; history education research and critical scholarship share common commitments; and historical thinking should embrace the tension and other forms of knowledge as necessary to developing as a field. We conceptualize this tension as a space of possibility that repairs the marginalization of and centers Black, Indigenous, Latinx, and Asian American knowledge.","PeriodicalId":46808,"journal":{"name":"Theory and Research in Social Education","volume":"50 1","pages":"173 - 195"},"PeriodicalIF":2.6,"publicationDate":"2022-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45893887","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-21DOI: 10.1080/00933104.2022.2053822
Elizabeth O. Crawford
{"title":"Principles, pedagogies, and possibilities for revisioning the primary grades curriculum toward social justice and sustainability","authors":"Elizabeth O. Crawford","doi":"10.1080/00933104.2022.2053822","DOIUrl":"https://doi.org/10.1080/00933104.2022.2053822","url":null,"abstract":"","PeriodicalId":46808,"journal":{"name":"Theory and Research in Social Education","volume":"50 1","pages":"641 - 643"},"PeriodicalIF":2.6,"publicationDate":"2022-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48199346","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-11DOI: 10.1080/00933104.2022.2042444
Daniel G. Krutka, S. Metzger, R. Seitz
ABSTRACT We live in an era of rapid technological change. Not only must citizens contend with social problems presented by new and more invasive technologies, but they must also make sense of older technologies that can be viewed as natural to the world. We sought to answer the question, how is technology included and framed in K–12 content social studies standards? Through coding, we identified 984 references where students are expected to learn about technology in the K–12 social studies standards of 10 states. Overall, the standards showed a preference for broad labels and neutral or positive framing, with technology often serving as a vehicle to explain social phenomena or economic growth. Production technologies were most frequent, but there was wide variance in the particular technologies referenced by each state. Even when technology was referenced, it often was not the primary focus of the standard’s content. Standards rarely framed technology with critical perspectives for inquiry into collateral, unintended, and disproportionate effects. We draw on technology criticism to offer a technoskeptical framework that educators and scholars can use to question narratives of technological progress and encourage collateral thinking about the consequences of technologies for human societies.
{"title":"“Technology inevitably involves trade-offs”: The framing of technology in social studies standards","authors":"Daniel G. Krutka, S. Metzger, R. Seitz","doi":"10.1080/00933104.2022.2042444","DOIUrl":"https://doi.org/10.1080/00933104.2022.2042444","url":null,"abstract":"ABSTRACT We live in an era of rapid technological change. Not only must citizens contend with social problems presented by new and more invasive technologies, but they must also make sense of older technologies that can be viewed as natural to the world. We sought to answer the question, how is technology included and framed in K–12 content social studies standards? Through coding, we identified 984 references where students are expected to learn about technology in the K–12 social studies standards of 10 states. Overall, the standards showed a preference for broad labels and neutral or positive framing, with technology often serving as a vehicle to explain social phenomena or economic growth. Production technologies were most frequent, but there was wide variance in the particular technologies referenced by each state. Even when technology was referenced, it often was not the primary focus of the standard’s content. Standards rarely framed technology with critical perspectives for inquiry into collateral, unintended, and disproportionate effects. We draw on technology criticism to offer a technoskeptical framework that educators and scholars can use to question narratives of technological progress and encourage collateral thinking about the consequences of technologies for human societies.","PeriodicalId":46808,"journal":{"name":"Theory and Research in Social Education","volume":"50 1","pages":"226 - 254"},"PeriodicalIF":2.6,"publicationDate":"2022-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45154030","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-08DOI: 10.1080/00933104.2022.2043897
Hilary G. Conklin
At a time of so much global upheaval—a devastating pandemic, a deepening climate crisis, entrenched racism, and profound social and economic inequalities—many of us are searching for new tools to help young people navigate and address our world’s intersecting public problems. Keith Barton and Li-Ching Ho’s new book, Curriculum for Justice and Harmony: Deliberation, Knowledge, and Action in Social and Civic Education, tackles this complex landscape, offering a rich and thought-provoking vision for a curriculum that invites students to examine the globe’s most pressing social issues while centering the principles of justice and harmony. Across their 11-chapter book, Barton and Ho argue for “a complete reorientation of the curriculum of social and civic education” (p. 14). They aim to provide social educators with a set of curricular principles that will engage students in habits of collaborative thinking, deliberation, and action around issues of public concern. In contrast to much existing scholarship in social education that is rooted in specific local or national contexts, Barton and Ho’s proposal stands out for its deliberately global focus: their intent is to offer curricular principles that transcend national boundaries and have global applicability. They do this by drawing on both Eastern and Western theoretical traditions and providing concrete curricular examples from varied national contexts.
{"title":"A roadmap for global, humanizing, and collaborative civic education","authors":"Hilary G. Conklin","doi":"10.1080/00933104.2022.2043897","DOIUrl":"https://doi.org/10.1080/00933104.2022.2043897","url":null,"abstract":"At a time of so much global upheaval—a devastating pandemic, a deepening climate crisis, entrenched racism, and profound social and economic inequalities—many of us are searching for new tools to help young people navigate and address our world’s intersecting public problems. Keith Barton and Li-Ching Ho’s new book, Curriculum for Justice and Harmony: Deliberation, Knowledge, and Action in Social and Civic Education, tackles this complex landscape, offering a rich and thought-provoking vision for a curriculum that invites students to examine the globe’s most pressing social issues while centering the principles of justice and harmony. Across their 11-chapter book, Barton and Ho argue for “a complete reorientation of the curriculum of social and civic education” (p. 14). They aim to provide social educators with a set of curricular principles that will engage students in habits of collaborative thinking, deliberation, and action around issues of public concern. In contrast to much existing scholarship in social education that is rooted in specific local or national contexts, Barton and Ho’s proposal stands out for its deliberately global focus: their intent is to offer curricular principles that transcend national boundaries and have global applicability. They do this by drawing on both Eastern and Western theoretical traditions and providing concrete curricular examples from varied national contexts.","PeriodicalId":46808,"journal":{"name":"Theory and Research in Social Education","volume":"51 1","pages":"332 - 336"},"PeriodicalIF":2.6,"publicationDate":"2022-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43510187","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-19DOI: 10.4324/9781003156550-15
Irene Kleanthous
{"title":"Bourdieu applied","authors":"Irene Kleanthous","doi":"10.4324/9781003156550-15","DOIUrl":"https://doi.org/10.4324/9781003156550-15","url":null,"abstract":"","PeriodicalId":46808,"journal":{"name":"Theory and Research in Social Education","volume":"29 1","pages":""},"PeriodicalIF":2.6,"publicationDate":"2022-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77918376","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-19DOI: 10.4324/9781003156550-14
Elizabeth H. Green
{"title":"Research in Christian Academies","authors":"Elizabeth H. Green","doi":"10.4324/9781003156550-14","DOIUrl":"https://doi.org/10.4324/9781003156550-14","url":null,"abstract":"","PeriodicalId":46808,"journal":{"name":"Theory and Research in Social Education","volume":"62 1","pages":""},"PeriodicalIF":2.6,"publicationDate":"2022-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84945343","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-19DOI: 10.4324/9781003156550-10
M. Murphy
{"title":"Between the state and the street","authors":"M. Murphy","doi":"10.4324/9781003156550-10","DOIUrl":"https://doi.org/10.4324/9781003156550-10","url":null,"abstract":"","PeriodicalId":46808,"journal":{"name":"Theory and Research in Social Education","volume":"96 1","pages":""},"PeriodicalIF":2.6,"publicationDate":"2022-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88676902","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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