New and newly widespread communications technologies make it possible for students to enjoy many of the benefits of an ethnographic field school with less commitment of money and time, thereby expanding access to a valuable cross-cultural research experience. This article reflects on the challenges, successes, limitations, and lessons learned from Wayne State University's Virtual Ethnographic Field School in Highland Ecuador, considers an alternative model, and sketches various field school pedagogical and design options.
{"title":"Expanding student access to field experiences: Virtual ethnographic field schools","authors":"Barry J. Lyons","doi":"10.1111/aeq.12482","DOIUrl":"10.1111/aeq.12482","url":null,"abstract":"<p>New and newly widespread communications technologies make it possible for students to enjoy many of the benefits of an ethnographic field school with less commitment of money and time, thereby expanding access to a valuable cross-cultural research experience. This article reflects on the challenges, successes, limitations, and lessons learned from Wayne State University's Virtual Ethnographic Field School in Highland Ecuador, considers an alternative model, and sketches various field school pedagogical and design options.</p>","PeriodicalId":47386,"journal":{"name":"Anthropology & Education Quarterly","volume":"55 2","pages":"205-218"},"PeriodicalIF":1.3,"publicationDate":"2023-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134910925","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Katie Scott Newhouse, Catherine Y. Cheng Stahl, Shoshana Gottesman-Solomon, Kyle M. Oliver, Lucius Von Joo
In this “Reflections from the Field,” we describe and interrogate our ongoing engagements with designing, conducting, and documenting multimodal field research as early-career ethnographic education researchers. Our Multimodal Scholarship Working Group engages with content across media and multimodal methods to promote collaboration and support. This approach helps our community of emerging scholars develop their multimodal ethnographic research practices, allowing simultaneous input from diverse sources and fostering access, play, and experimentation throughout the research process. We argue that a peer support network is necessary for emerging and early-career researchers as they prepare to enter the field of educational research, especially in an emerging subfield like multimodal ethnography.
{"title":"The mess in the middle: Portraying the unrecorded purposeful labors of care that emerge throughout multimodal ethnographic methods and researcher peer support","authors":"Katie Scott Newhouse, Catherine Y. Cheng Stahl, Shoshana Gottesman-Solomon, Kyle M. Oliver, Lucius Von Joo","doi":"10.1111/aeq.12480","DOIUrl":"10.1111/aeq.12480","url":null,"abstract":"<p>In this “Reflections from the Field,” we describe and interrogate our ongoing engagements with designing, conducting, and documenting multimodal field research as early-career ethnographic education researchers. Our Multimodal Scholarship Working Group engages with content across media and multimodal methods to promote collaboration and support. This approach helps our community of emerging scholars develop their multimodal ethnographic research practices, allowing simultaneous input from diverse sources and fostering access, play, and experimentation throughout the research process. We argue that a peer support network is necessary for emerging and early-career researchers as they prepare to enter the field of educational research, especially in an emerging subfield like multimodal ethnography.</p>","PeriodicalId":47386,"journal":{"name":"Anthropology & Education Quarterly","volume":"55 1","pages":"98-109"},"PeriodicalIF":1.3,"publicationDate":"2023-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135981264","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Drawing on 18 months of ethnographic engagement in Guatemala with Indigenous youth, local community organizations, and transnational nongovernmental organizations, this article examines how young people imagine and work toward alternative futures at the intersection of extensive migration and a developmentalist push for educational attainment. I show how, within the development infrastructures generated by migration, contrasting futures are rendered, with concerns over education being a key site for this imaginative and future-oriented work.
{"title":"Contesting educational imaginaries at the intersection of migration and transnational development in Guatemala","authors":"Briana Nichols","doi":"10.1111/aeq.12481","DOIUrl":"10.1111/aeq.12481","url":null,"abstract":"<p>Drawing on 18 months of ethnographic engagement in Guatemala with Indigenous youth, local community organizations, and transnational nongovernmental organizations, this article examines how young people imagine and work toward alternative futures at the intersection of extensive migration and a developmentalist push for educational attainment. I show how, within the development infrastructures generated by migration, contrasting futures are rendered, with concerns over education being a key site for this imaginative and future-oriented work.</p>","PeriodicalId":47386,"journal":{"name":"Anthropology & Education Quarterly","volume":"55 1","pages":"5-23"},"PeriodicalIF":1.3,"publicationDate":"2023-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/aeq.12481","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128969928","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Sophia Diamantis, M. Elizabeth Graue, Evan Moss, Lisa Flook
In the high-pressure world of education, mindfulness practices have been offered to help teachers and students to handle stress and manage their emotions. Here we describe how two fifth-grade teachers experienced a mindfulness intervention, using the construct of figured worlds. We explore how they negotiated mindfulness in their practice, illustrating the power of an anthropological look at a typically psychological construct.
{"title":"Exploring the figured worlds of mindfulness and teaching","authors":"Sophia Diamantis, M. Elizabeth Graue, Evan Moss, Lisa Flook","doi":"10.1111/aeq.12478","DOIUrl":"10.1111/aeq.12478","url":null,"abstract":"<p>In the high-pressure world of education, mindfulness practices have been offered to help teachers and students to handle stress and manage their emotions. Here we describe how two fifth-grade teachers experienced a mindfulness intervention, using the construct of figured worlds. We explore how they negotiated mindfulness in their practice, illustrating the power of an anthropological look at a typically psychological construct.</p>","PeriodicalId":47386,"journal":{"name":"Anthropology & Education Quarterly","volume":"55 2","pages":"166-184"},"PeriodicalIF":1.3,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/aeq.12478","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130859088","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
From data gathered during 18 months of ethnographic fieldwork, this paper unpacks the implications of five ethnographic examples describing interactions between educators and students at New Horizons, a majority Latinx middle school, to demonstrate that the circulation of racialized “good Latinx” narratives legitimates differential allocation of limited school resources between those imagined as falling into the good Latinx category and those that do not because they are ascribed Blackness (i.e., African American and Afro-Latinx youth). That is, the discursive construction of Latinidad as well-behaved, hard-working, and specifically non-Black positioned it as a racialized yet privileged credential at school. In these circumstances, Latinidad may at best be considered a constrained credential.
{"title":"Constructing Latinidad as a constrained credential: Anti-Blackness and racialized inequities in a majority Latinx middle school","authors":"Rebeca Gamez","doi":"10.1111/aeq.12477","DOIUrl":"10.1111/aeq.12477","url":null,"abstract":"<p>From data gathered during 18 months of ethnographic fieldwork, this paper unpacks the implications of five ethnographic examples describing interactions between educators and students at New Horizons, a majority Latinx middle school, to demonstrate that the circulation of racialized “good Latinx” narratives legitimates differential allocation of limited school resources between those imagined as falling into the good Latinx category and those that do not because they are ascribed Blackness (i.e., African American and Afro-Latinx youth). That is, the discursive construction of Latinidad as well-behaved, hard-working, and specifically non-Black positioned it as a racialized yet privileged credential at school. In these circumstances, Latinidad may at best be considered a <i>constrained credential.</i></p>","PeriodicalId":47386,"journal":{"name":"Anthropology & Education Quarterly","volume":"55 2","pages":"127-145"},"PeriodicalIF":1.3,"publicationDate":"2023-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126628313","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
We describe our decision points to disclose parts of our personal selves while building trust with vulnerable populations in schools during ethnographic studies. Finding how our subjective identities were similar to and different than those of our participants helped us to better understand the participants' lives. We argue in this article that the introspection created by negotiating subjectivities in our contrasting examples of intersectionality taught us more about structural inequality in schools than we learned via ethnographic data collection methods alone.
{"title":"Navigating the nexus of subjectivity and trust in researcher/participant relationships","authors":"Janice Kroeger, Holli Vah Seliskar","doi":"10.1111/aeq.12479","DOIUrl":"10.1111/aeq.12479","url":null,"abstract":"<p>We describe our decision points to disclose parts of our personal selves while building trust with vulnerable populations in schools during ethnographic studies. Finding how our subjective identities were similar to and different than those of our participants helped us to better understand the participants' lives. We argue in this article that the introspection created by negotiating subjectivities in our contrasting examples of intersectionality taught us more about structural inequality in schools than we learned via ethnographic data collection methods alone.</p>","PeriodicalId":47386,"journal":{"name":"Anthropology & Education Quarterly","volume":"55 1","pages":"84-97"},"PeriodicalIF":1.3,"publicationDate":"2023-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129640359","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
<p>By now, my 2016 Council on Anthropology of Education (CAE) presidential address in Minneapolis has become part of our historical memory. Apparently, it has also become infamous. In the pages of this journal, it was called the “big elephant in the room” by Marta Baltodano in the publication of her 2017 presidential address (Baltodano, <span>2019</span>, 384). Curiously, it has also been characterized pejoratively as a defense of “objective, descriptive research” (Baltodano, <span>2019</span>, 384), or of research to produce “knowledge for knowledge's sake” (Sánchez, <span>2019</span>, 402).</p><p>With this publication, readers can now decide for themselves if such characterizations are fair. After all, only a relatively small portion of CAE members attended the address, and fewer still were there from start to end. Soon after learning what a negative reaction the talk had produced, I resolved to reconstruct the oral version of the talk as faithfully as possible. I then composed a meta-reflection, interspersed with the rawness of the original talk, which I offer to you here. Indeed, I take up Patricia Sánchez's assertion that it is “important for CAE's ethnographic soul to have at least some documentation on what was said that year and how others interpreted the speech” (Sánchez, <span>2019</span>, 402).</p><p>Granted, my 2016 message was delivered in an untimely and unskillful manner. There was much to cause confusion or offense; my questioning of the CAE mission statement came to overshadow my broader argument, and the moment was especially poor for that. Perhaps I should have just left well enough alone and continued to lick my wounds in silence. But a stubborn inner voice—not to mention numerous CAE colleagues—kept telling me that there was more value in airing this out than relegating it to the rumor mill of oral history. Even now, perhaps especially now amidst our post-2020 racial reckoning, we need to honor the diversity of our modes of knowledge production in the Council. At stake is both the urgency of change and the longer historical memory of our organization. I hope that you will agree.</p><p>Since some have wondered why the address was never published in the accustomed fashion, it remains only to give the details of how this current publication came to be. On January 27, 2017, I submitted an earlier version of the following text to then-Editors-in-Chief of <i>Anthropology of Education Quarterly</i> (AEQ), Sally Campbell Galman and Laura Valdiviezo. After their initial encouragement, I continued to revise the piece—with input from at least six CAE colleagues—and submitted a revised version (published here without substantial change) on July 6, 2017. Nearly a year later, on April 2, 2018, I received a rejection letter from the editors. They had been unable to secure a willingness from any CAE colleague to write a response. More importantly, they had asked numerous members of the Editorial Board to consider the piece for publication, a
{"title":"Centering knowledge production: A matter of historical memory","authors":"Bradley A. Levinson","doi":"10.1111/aeq.12473","DOIUrl":"https://doi.org/10.1111/aeq.12473","url":null,"abstract":"<p>By now, my 2016 Council on Anthropology of Education (CAE) presidential address in Minneapolis has become part of our historical memory. Apparently, it has also become infamous. In the pages of this journal, it was called the “big elephant in the room” by Marta Baltodano in the publication of her 2017 presidential address (Baltodano, <span>2019</span>, 384). Curiously, it has also been characterized pejoratively as a defense of “objective, descriptive research” (Baltodano, <span>2019</span>, 384), or of research to produce “knowledge for knowledge's sake” (Sánchez, <span>2019</span>, 402).</p><p>With this publication, readers can now decide for themselves if such characterizations are fair. After all, only a relatively small portion of CAE members attended the address, and fewer still were there from start to end. Soon after learning what a negative reaction the talk had produced, I resolved to reconstruct the oral version of the talk as faithfully as possible. I then composed a meta-reflection, interspersed with the rawness of the original talk, which I offer to you here. Indeed, I take up Patricia Sánchez's assertion that it is “important for CAE's ethnographic soul to have at least some documentation on what was said that year and how others interpreted the speech” (Sánchez, <span>2019</span>, 402).</p><p>Granted, my 2016 message was delivered in an untimely and unskillful manner. There was much to cause confusion or offense; my questioning of the CAE mission statement came to overshadow my broader argument, and the moment was especially poor for that. Perhaps I should have just left well enough alone and continued to lick my wounds in silence. But a stubborn inner voice—not to mention numerous CAE colleagues—kept telling me that there was more value in airing this out than relegating it to the rumor mill of oral history. Even now, perhaps especially now amidst our post-2020 racial reckoning, we need to honor the diversity of our modes of knowledge production in the Council. At stake is both the urgency of change and the longer historical memory of our organization. I hope that you will agree.</p><p>Since some have wondered why the address was never published in the accustomed fashion, it remains only to give the details of how this current publication came to be. On January 27, 2017, I submitted an earlier version of the following text to then-Editors-in-Chief of <i>Anthropology of Education Quarterly</i> (AEQ), Sally Campbell Galman and Laura Valdiviezo. After their initial encouragement, I continued to revise the piece—with input from at least six CAE colleagues—and submitted a revised version (published here without substantial change) on July 6, 2017. Nearly a year later, on April 2, 2018, I received a rejection letter from the editors. They had been unable to secure a willingness from any CAE colleague to write a response. More importantly, they had asked numerous members of the Editorial Board to consider the piece for publication, a","PeriodicalId":47386,"journal":{"name":"Anthropology & Education Quarterly","volume":"54 3","pages":"207-225"},"PeriodicalIF":1.3,"publicationDate":"2023-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/aeq.12473","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50142909","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Mentoring the next generation of scholars in the anthropology of education: A note on the affordances of the CAE Mission Statement","authors":"Sofia A. Villenas","doi":"10.1111/aeq.12472","DOIUrl":"https://doi.org/10.1111/aeq.12472","url":null,"abstract":"","PeriodicalId":47386,"journal":{"name":"Anthropology & Education Quarterly","volume":"54 3","pages":"226-228"},"PeriodicalIF":1.3,"publicationDate":"2023-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50142908","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
<p>I appreciate the opportunity to engage in a written scholarly dialogue with an article based on the remarks that were part of Bradley Levinson's presidential address in November 2016. My engagement here is not only with the submitted article; it also includes a few other data points. These include my in-person attendance at the address in 2016 as well as additional correspondence between the years 2017 and 2018 with the author. That correspondence was mediated by the editorial team at <i>Anthropology & Education Quarterly (AEQ)</i>. Below, I will do my best to note where I had correspondence that was—to the best of my knowledge—shared with Professor Levinson.</p><p>I attended Professor Levison's original talk; I was there for its commencement, and I stayed through its conclusion. Later, at the request of <i>AEQ's</i> editors (Sally Galman and Laura Valdiviezo), I read a version of the original talk, and I gave explicit and direct feedback on the original manuscript where I suggested revisions. Out of respect for Professor Levinson and the enormity of publishing presidential remarks, I signed my review. A few years later (in 2021), I read an early version of the article that appears in this issue <i>of AEQ</i>. As is his prerogative, Professor Levinson did not significantly revise his original talk (despite my recommendations to do so). I read another iteration of this talk with the opening vignette and its concomitant commentary—the version now published in this issue. To his credit, Professor Levison recommended me to the previous <i>AEQ</i> editors (Lesley Bartlett and Stacey Lee) as a potential respondent. He also references my early engagement with his talk.</p><p>I have been the president of the Council on Anthropology and Education (CAE), and I have given a presidential talk. It is not easy; it carries its own set of anxieties. I can imagine giving such an address in the shadows of former President Donald Trump's controversial and contested election, which shook many people, added a layer of difficulty. I have a real sense of empathy for anyone having to offer a scholarly address to the council.</p><p>In exploring Professor Levinson's presidential address, I will draw on multiple reviews of it as well as my curiosity about its implications. Except where necessary, I will not engage in a point-by-point analysis. Instead, I will comment on points of agreement, while raising questions for us, as a council, to consider.</p><p>We <i>should</i>, as a council, hold up, turn over, examine, and interrogate the mission statement and its role in the CAE. There are—in my mind—significant possibilities for deep engagement about the role of the mission. The mission should not, in my opinion, serve as a litmus test for membership in the council. Nor do I believe that the mission should solely be used to assess the quality or meaningfulness of anyone's scholarship. I believe that the mission is aspirational, like many other mission statements or cha
{"title":"A response to Bradley Levinson","authors":"Bryan McKinley Jones Brayboy","doi":"10.1111/aeq.12475","DOIUrl":"https://doi.org/10.1111/aeq.12475","url":null,"abstract":"<p>I appreciate the opportunity to engage in a written scholarly dialogue with an article based on the remarks that were part of Bradley Levinson's presidential address in November 2016. My engagement here is not only with the submitted article; it also includes a few other data points. These include my in-person attendance at the address in 2016 as well as additional correspondence between the years 2017 and 2018 with the author. That correspondence was mediated by the editorial team at <i>Anthropology & Education Quarterly (AEQ)</i>. Below, I will do my best to note where I had correspondence that was—to the best of my knowledge—shared with Professor Levinson.</p><p>I attended Professor Levison's original talk; I was there for its commencement, and I stayed through its conclusion. Later, at the request of <i>AEQ's</i> editors (Sally Galman and Laura Valdiviezo), I read a version of the original talk, and I gave explicit and direct feedback on the original manuscript where I suggested revisions. Out of respect for Professor Levinson and the enormity of publishing presidential remarks, I signed my review. A few years later (in 2021), I read an early version of the article that appears in this issue <i>of AEQ</i>. As is his prerogative, Professor Levinson did not significantly revise his original talk (despite my recommendations to do so). I read another iteration of this talk with the opening vignette and its concomitant commentary—the version now published in this issue. To his credit, Professor Levison recommended me to the previous <i>AEQ</i> editors (Lesley Bartlett and Stacey Lee) as a potential respondent. He also references my early engagement with his talk.</p><p>I have been the president of the Council on Anthropology and Education (CAE), and I have given a presidential talk. It is not easy; it carries its own set of anxieties. I can imagine giving such an address in the shadows of former President Donald Trump's controversial and contested election, which shook many people, added a layer of difficulty. I have a real sense of empathy for anyone having to offer a scholarly address to the council.</p><p>In exploring Professor Levinson's presidential address, I will draw on multiple reviews of it as well as my curiosity about its implications. Except where necessary, I will not engage in a point-by-point analysis. Instead, I will comment on points of agreement, while raising questions for us, as a council, to consider.</p><p>We <i>should</i>, as a council, hold up, turn over, examine, and interrogate the mission statement and its role in the CAE. There are—in my mind—significant possibilities for deep engagement about the role of the mission. The mission should not, in my opinion, serve as a litmus test for membership in the council. Nor do I believe that the mission should solely be used to assess the quality or meaningfulness of anyone's scholarship. I believe that the mission is aspirational, like many other mission statements or cha","PeriodicalId":47386,"journal":{"name":"Anthropology & Education Quarterly","volume":"54 3","pages":"229-235"},"PeriodicalIF":1.3,"publicationDate":"2023-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/aeq.12475","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50142907","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Note from the editors","authors":"Brendan H. O'Connor, Jill Koyama","doi":"10.1111/aeq.12474","DOIUrl":"https://doi.org/10.1111/aeq.12474","url":null,"abstract":"","PeriodicalId":47386,"journal":{"name":"Anthropology & Education Quarterly","volume":"54 3","pages":"205-206"},"PeriodicalIF":1.3,"publicationDate":"2023-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50142910","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
扫码关注我们
求助内容：
应助结果提醒方式：
京公网安备 11010802042870号