Pub Date : 2022-02-25DOI: 10.1080/17508487.2022.2032234
Francisco Durán Del Fierro
ABSTRACT The process of reversing a neoliberal regime in highly marketised higher education systems entails the discussion of such a regime’s normative principles and policy frameworks. Little has been said about what decommodification would involve or the implications of such a project for the constitution of a public regime in higher education. Two principles are discussed in this paper to delve into these concerns in detail: institutional diversity and autonomy. In addition, the role of quality policies is considered. In this respect, I critically analyse how the neoliberal regime in higher education has adopted these normative principles and policies. I claim that this regime has defined the content of the boundaries of such elements through a particular understanding of objectivity, neutrality and impartiality. Then, I discuss the plausibility of a public regime in higher education by rethinking these categories, which entails the reconsideration of the relationship between power, knowledge and subjectivity.
{"title":"On the possibility of a public regime in higher education: rethinking normative principles and policy frameworks","authors":"Francisco Durán Del Fierro","doi":"10.1080/17508487.2022.2032234","DOIUrl":"https://doi.org/10.1080/17508487.2022.2032234","url":null,"abstract":"ABSTRACT The process of reversing a neoliberal regime in highly marketised higher education systems entails the discussion of such a regime’s normative principles and policy frameworks. Little has been said about what decommodification would involve or the implications of such a project for the constitution of a public regime in higher education. Two principles are discussed in this paper to delve into these concerns in detail: institutional diversity and autonomy. In addition, the role of quality policies is considered. In this respect, I critically analyse how the neoliberal regime in higher education has adopted these normative principles and policies. I claim that this regime has defined the content of the boundaries of such elements through a particular understanding of objectivity, neutrality and impartiality. Then, I discuss the plausibility of a public regime in higher education by rethinking these categories, which entails the reconsideration of the relationship between power, knowledge and subjectivity.","PeriodicalId":47434,"journal":{"name":"Critical Studies in Education","volume":"64 1","pages":"151 - 167"},"PeriodicalIF":3.9,"publicationDate":"2022-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41500059","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 : 2022-02-24DOI: 10.1080/17508487.2022.2043404
Christopher T. McCaw, J. Gerrard
ABSTRACT This paper examines the complex interweaving of the ‘personal’ and ‘professional’ in the affective labour of teachers. In line with theorisations of affective labour, contemporary school-teaching involves practices of self-work and self-making, as much as practices of curriculum and pedagogy. One emergent form of self-work, reflective of post-secular socio-cultural movements in education, is the use of contemplative practices (mindfulness, meditation, etc.) by teachers. Although mainly positioned within educational scholarship as techniques of stress-reduction, here we analyse contemplative practices as forms of affective labour. Drawing from a qualitative, empirical study, we explore how contemplative practices are embraced by teachers as ways to improve and transform the self – both in relation to the professional responsibilities of teaching, and in relation to broader projects of living. The case studies presented demonstrate the deep political ambivalences of contemplative practices, as they are expressed in teachers’ work. Contemplative practices do become incorporated into obligations towards self-improvement and increased productivity (what McGee labels ‘the belaboured self’). However, they may also instantiate relational forms of ethical responsibility that move against the grain of instrumentalising, competitive, and individualistic education policy discourses and institutional life-worlds.
{"title":"Post-secular affective labours of teaching: contemplative practices and the ‘belaboured self’","authors":"Christopher T. McCaw, J. Gerrard","doi":"10.1080/17508487.2022.2043404","DOIUrl":"https://doi.org/10.1080/17508487.2022.2043404","url":null,"abstract":"ABSTRACT This paper examines the complex interweaving of the ‘personal’ and ‘professional’ in the affective labour of teachers. In line with theorisations of affective labour, contemporary school-teaching involves practices of self-work and self-making, as much as practices of curriculum and pedagogy. One emergent form of self-work, reflective of post-secular socio-cultural movements in education, is the use of contemplative practices (mindfulness, meditation, etc.) by teachers. Although mainly positioned within educational scholarship as techniques of stress-reduction, here we analyse contemplative practices as forms of affective labour. Drawing from a qualitative, empirical study, we explore how contemplative practices are embraced by teachers as ways to improve and transform the self – both in relation to the professional responsibilities of teaching, and in relation to broader projects of living. The case studies presented demonstrate the deep political ambivalences of contemplative practices, as they are expressed in teachers’ work. Contemplative practices do become incorporated into obligations towards self-improvement and increased productivity (what McGee labels ‘the belaboured self’). However, they may also instantiate relational forms of ethical responsibility that move against the grain of instrumentalising, competitive, and individualistic education policy discourses and institutional life-worlds.","PeriodicalId":47434,"journal":{"name":"Critical Studies in Education","volume":"64 1","pages":"134 - 150"},"PeriodicalIF":3.9,"publicationDate":"2022-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49170358","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 : 2022-02-22DOI: 10.1080/17508487.2022.2039737
F. Ramos
ABSTRACT In 2019, Oakland teachers joined the wave of teacher strikes across U.S. cities sparked by teacher activism against neoliberal reforms that cut funding to public schools, increased privatization, and led to school closures. As in other cities, a group of progressive rank-and-file teachers working toward transformative change moved their union toward social movement unionism, and in the process, garnered the support of communities of color that had been alienated from organized teachers. Drawing on in-depth interviews with teacher activists involved in the 2019 Oakland teacher strike, I demonstrate how strategic decisions to focus on gaining power within the union and to center the leadership of progressive teachers of color, especially women of color, helped to build public support for both the strike and the broader movement against privatization, yet also led them to focus on an inside strategy that may undermine their more transformative goals. I argue that as activist teachers gain power within their unions, activist groups that function independently from the union provide a critical outside space where teachers can develop an intersectional and transformative praxis that helps them better strategize against the racial politics of advocacy in the neoliberal context.
{"title":"Teacher activists’ praxis in the movement against privatization and school closures in Oakland","authors":"F. Ramos","doi":"10.1080/17508487.2022.2039737","DOIUrl":"https://doi.org/10.1080/17508487.2022.2039737","url":null,"abstract":"ABSTRACT In 2019, Oakland teachers joined the wave of teacher strikes across U.S. cities sparked by teacher activism against neoliberal reforms that cut funding to public schools, increased privatization, and led to school closures. As in other cities, a group of progressive rank-and-file teachers working toward transformative change moved their union toward social movement unionism, and in the process, garnered the support of communities of color that had been alienated from organized teachers. Drawing on in-depth interviews with teacher activists involved in the 2019 Oakland teacher strike, I demonstrate how strategic decisions to focus on gaining power within the union and to center the leadership of progressive teachers of color, especially women of color, helped to build public support for both the strike and the broader movement against privatization, yet also led them to focus on an inside strategy that may undermine their more transformative goals. I argue that as activist teachers gain power within their unions, activist groups that function independently from the union provide a critical outside space where teachers can develop an intersectional and transformative praxis that helps them better strategize against the racial politics of advocacy in the neoliberal context.","PeriodicalId":47434,"journal":{"name":"Critical Studies in Education","volume":"64 1","pages":"118 - 133"},"PeriodicalIF":3.9,"publicationDate":"2022-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46274442","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 : 2022-01-10DOI: 10.1080/17508487.2021.2009532
Samira Alirezabeigi, J. Masschelein, Mathias Decuypere
ABSTRACT Screens are becoming omnipresent surfaces inside classrooms, namely through the implementation of personal screens at schools. This implementation reconfigures spatiotemporal organization of lesson activities by introducing specific screen mediated tasks that are majorly conducted individually on screens. By adopting the notion of timescape as an analytical lens to investigate the temporal landscape of screen mediated tasks, we turn our attention to students’ screen as the site in which different activities take place. By conducting an online guided tour with students in different subject matters, combined with an ethnographic observation, we firstly investigate how specific type of activities take shape on the screen during the task time and produce an internal temporality of screen. Secondly, through the analysis of the chronological time, we describe different temporal zones of synchronicity, focalization and dispersal. Finally, we argue that rhythms of screen mediated tasks are better captured through the term ‘algorhythm’ and conclude how algorhythmic patterns of task time enhance the prioritization of task completion instead of task duration which is a significant characteristic of the produced taskified time.
{"title":"The timescape of school tasks: towards algorhythmic patterns of on-screen tasks","authors":"Samira Alirezabeigi, J. Masschelein, Mathias Decuypere","doi":"10.1080/17508487.2021.2009532","DOIUrl":"https://doi.org/10.1080/17508487.2021.2009532","url":null,"abstract":"ABSTRACT Screens are becoming omnipresent surfaces inside classrooms, namely through the implementation of personal screens at schools. This implementation reconfigures spatiotemporal organization of lesson activities by introducing specific screen mediated tasks that are majorly conducted individually on screens. By adopting the notion of timescape as an analytical lens to investigate the temporal landscape of screen mediated tasks, we turn our attention to students’ screen as the site in which different activities take place. By conducting an online guided tour with students in different subject matters, combined with an ethnographic observation, we firstly investigate how specific type of activities take shape on the screen during the task time and produce an internal temporality of screen. Secondly, through the analysis of the chronological time, we describe different temporal zones of synchronicity, focalization and dispersal. Finally, we argue that rhythms of screen mediated tasks are better captured through the term ‘algorhythm’ and conclude how algorhythmic patterns of task time enhance the prioritization of task completion instead of task duration which is a significant characteristic of the produced taskified time.","PeriodicalId":47434,"journal":{"name":"Critical Studies in Education","volume":"150 2","pages":"101 - 117"},"PeriodicalIF":3.9,"publicationDate":"2022-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41258481","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 : 2022-01-01DOI: 10.1080/17508487.2022.2031617
G. Vass, Melitta Hogarth
This Special Issue for Critical Studies in Education has arisen from the growing scholarly work and contributions of academics working towards addressing the inequities in Indigenous education. It aims to highlight the work of colleagues who are actively working to privilege Indigenous ways of working and/or recognising the resilience of Indigenous peoples in all aspects of education. Our selections for this Special Issue also aim to speak to the rights based agenda articulated in the Coolangatta Statement on Indigenous peoples’ rights in education [from here on referred to as the Coolangatta Statement] (Morgan, West, Nakata, Hall, Swisher, Ahenakew, Hughes, Ka’ai & Blair, 1999), a product of the work of global Indigenous educators engaged in the World Conference of Indigenous Peoples in Education (WIPCE). Since its inception some 30 years ago, WIPCE has become one of the major conference events drawing together Indigenous education experts, scholars, students and communities to share the successes and strategies in the provision of education for Indigenous peoples.
{"title":"Can we keep up with the aspirations of Indigenous education?","authors":"G. Vass, Melitta Hogarth","doi":"10.1080/17508487.2022.2031617","DOIUrl":"https://doi.org/10.1080/17508487.2022.2031617","url":null,"abstract":"This Special Issue for Critical Studies in Education has arisen from the growing scholarly work and contributions of academics working towards addressing the inequities in Indigenous education. It aims to highlight the work of colleagues who are actively working to privilege Indigenous ways of working and/or recognising the resilience of Indigenous peoples in all aspects of education. Our selections for this Special Issue also aim to speak to the rights based agenda articulated in the Coolangatta Statement on Indigenous peoples’ rights in education [from here on referred to as the Coolangatta Statement] (Morgan, West, Nakata, Hall, Swisher, Ahenakew, Hughes, Ka’ai & Blair, 1999), a product of the work of global Indigenous educators engaged in the World Conference of Indigenous Peoples in Education (WIPCE). Since its inception some 30 years ago, WIPCE has become one of the major conference events drawing together Indigenous education experts, scholars, students and communities to share the successes and strategies in the provision of education for Indigenous peoples.","PeriodicalId":47434,"journal":{"name":"Critical Studies in Education","volume":"63 1","pages":"1 - 14"},"PeriodicalIF":3.9,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46326051","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 : 2021-11-23DOI: 10.1080/17508487.2021.2005284
(2021). Acknowledgment to reviewers. Critical Studies in Education: Vol. 62, Contemporary Dynamics of Student Experience and Belonging in Higher Education, pp. iii-iv.
{"title":"Acknowledgment to reviewers","authors":"","doi":"10.1080/17508487.2021.2005284","DOIUrl":"https://doi.org/10.1080/17508487.2021.2005284","url":null,"abstract":"(2021). Acknowledgment to reviewers. Critical Studies in Education: Vol. 62, Contemporary Dynamics of Student Experience and Belonging in Higher Education, pp. iii-iv.","PeriodicalId":47434,"journal":{"name":"Critical Studies in Education","volume":"189 ","pages":""},"PeriodicalIF":3.9,"publicationDate":"2021-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138506437","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 : 2021-11-15DOI: 10.1080/17508487.2021.2000000
J. Windle, Érica Fonseca Afonso
ABSTRACT This paper seeks to identify strategies for anti-racist higher education, drawing on scholarship that locates structural racism in global and local centre–periphery relations. We first examine how the centre-periphery divide has been identified and challenged in anti-racist intellectual and political movements, focusing on exchanges and solidarity between peripheral territories. We then discuss the implications of this framework for the setting in which the authors work: Brazilian higher education. The Brazilian university sector has recently expanded through affirmative action policies that have resulted in an influx of Black students from urban peripheries. However, the dominant nationalist ideology in Brazil has historically denied racial divisions, presenting a myth of racial democracy and delegitimising transnational links between anti-racist movements. Reflecting on our own experiences and perceptions through a narrative approach, we draw out elements of border thinking that we believe can contribute to anti-racist pedagogical and institutional relationships.
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Pub Date : 2021-11-10DOI: 10.1080/17508487.2021.1990976
R. Low
ABSTRACT How do we style ourselves and others as scholars in the field of critical education? What parts of ourselves and others do we regard as salient (or not) in our accounts? And what are the forces that underlie such decisions? In this article, I submit that secularisation is a persistent epistemic and ontological condition that shapes the study of key figures in critical education. Through a sketch of how eminent radical educator bell hooks is commonly represented in this field – and recovering the threads of Buddhist thought from her own corpus as a counterpoint – I consider how the secularising impulse may obscure some of her unique educational insights and produce racialising effects, specifically the whitewashing of her intellectual provenance.
{"title":"Recovery as resistance: bell hooks, engaged pedagogy, and Buddhist thought","authors":"R. Low","doi":"10.1080/17508487.2021.1990976","DOIUrl":"https://doi.org/10.1080/17508487.2021.1990976","url":null,"abstract":"ABSTRACT How do we style ourselves and others as scholars in the field of critical education? What parts of ourselves and others do we regard as salient (or not) in our accounts? And what are the forces that underlie such decisions? In this article, I submit that secularisation is a persistent epistemic and ontological condition that shapes the study of key figures in critical education. Through a sketch of how eminent radical educator bell hooks is commonly represented in this field – and recovering the threads of Buddhist thought from her own corpus as a counterpoint – I consider how the secularising impulse may obscure some of her unique educational insights and produce racialising effects, specifically the whitewashing of her intellectual provenance.","PeriodicalId":47434,"journal":{"name":"Critical Studies in Education","volume":"64 1","pages":"84 - 99"},"PeriodicalIF":3.9,"publicationDate":"2021-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48950524","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 : 2021-10-20DOI: 10.1080/17508487.2021.1983852
R. Raaper
Higher education has changed rapidly over the past few decades where market forces and global competition have become defining characteristics of university sectors worldwide. Alongside the intensification of marketisation, the meanings around what it is to be a university student has also undergone change. In 2015, Critical Studies in Education published an article entitled ‘The neoliberal regime in English higher education: charters, consumers and the erosion of the public good’ by Rajani Naidoo and Joanna Williams that placed the English university students within the rapidly shifting neoliberalised higher education context and encouraged important debate in the field. This paper has now been cited over 200 times, reflecting its significant contribution to our scholarly understandings of the consumerist policy construction of university students. The authors skilfully demonstrate how the policy discourses in England produce and portray the student as a fee-paying consumer and further marginalise students with lower economic and cultural capital. Further, Naidoo and Williams (2015, p. 219) caution us that
在过去的几十年里，高等教育发生了迅速的变化，市场力量和全球竞争已经成为世界各地大学部门的决定性特征。随着市场化的加剧，大学生的意义也发生了变化。2015年，《教育批判研究》发表了一篇题为《英国高等教育中的新自由主义制度:宪章、消费者和公共利益的侵蚀》的文章，作者是Rajani Naidoo和Joanna Williams，该文将英国大学生置于快速变化的新自由主义高等教育背景中，并鼓励了该领域的重要辩论。这篇论文被引用超过200次，对我们对大学生消费主义政策建构的学术理解做出了重要贡献。作者巧妙地展示了英国的政策话语如何将学生塑造成付费消费者，并进一步边缘化经济和文化资本较低的学生。此外，Naidoo和Williams (2015, p. 219)警告我们
{"title":"Contemporary dynamics of student experience and belonging in higher education","authors":"R. Raaper","doi":"10.1080/17508487.2021.1983852","DOIUrl":"https://doi.org/10.1080/17508487.2021.1983852","url":null,"abstract":"Higher education has changed rapidly over the past few decades where market forces and global competition have become defining characteristics of university sectors worldwide. Alongside the intensification of marketisation, the meanings around what it is to be a university student has also undergone change. In 2015, Critical Studies in Education published an article entitled ‘The neoliberal regime in English higher education: charters, consumers and the erosion of the public good’ by Rajani Naidoo and Joanna Williams that placed the English university students within the rapidly shifting neoliberalised higher education context and encouraged important debate in the field. This paper has now been cited over 200 times, reflecting its significant contribution to our scholarly understandings of the consumerist policy construction of university students. The authors skilfully demonstrate how the policy discourses in England produce and portray the student as a fee-paying consumer and further marginalise students with lower economic and cultural capital. Further, Naidoo and Williams (2015, p. 219) caution us that","PeriodicalId":47434,"journal":{"name":"Critical Studies in Education","volume":"528 1","pages":"537 - 542"},"PeriodicalIF":3.9,"publicationDate":"2021-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"60017123","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 : 2021-10-07DOI: 10.1080/17508487.2021.1978517
D. Martschenko
ABSTRACT This paper utilizes the concept of ‘discriminate biopower’ to explore how advancements in social and behavioral genomics might inform the racially exclusionary nature of one of the most inequitable and academically coveted environments in American public education: gifted education. In its birth, gifted education became a mechanism for regulating the politics of race and equity in the American education system. Underpinning gifted education’s contested history is the conflation of Whiteness with exceptionalism and the proliferation of false genetic ideologies about biological differences between races. Genetics and education are re-intersecting today as social and behavioral genomics examine whether, how, and why genetic differences between individuals relate to differences in characteristics such as educational attainment or intelligence. This paper identifies three mechanisms through which social and behavioral genomics might be recruited for biopolitical governance strategies that maintain or exacerbate the racially exclusionary nature of gifted education: distractionism, determinism, and sociopolitical invisibility. Although these mechanisms are not predestined, researchers will need to employ proactive and socially responsible collaboration and communication to prevent genomics from normalizing racial exclusion in education.
{"title":"Normalizing race in (gifted) education: genomics and spaces of White exceptionalism","authors":"D. Martschenko","doi":"10.1080/17508487.2021.1978517","DOIUrl":"https://doi.org/10.1080/17508487.2021.1978517","url":null,"abstract":"ABSTRACT This paper utilizes the concept of ‘discriminate biopower’ to explore how advancements in social and behavioral genomics might inform the racially exclusionary nature of one of the most inequitable and academically coveted environments in American public education: gifted education. In its birth, gifted education became a mechanism for regulating the politics of race and equity in the American education system. Underpinning gifted education’s contested history is the conflation of Whiteness with exceptionalism and the proliferation of false genetic ideologies about biological differences between races. Genetics and education are re-intersecting today as social and behavioral genomics examine whether, how, and why genetic differences between individuals relate to differences in characteristics such as educational attainment or intelligence. This paper identifies three mechanisms through which social and behavioral genomics might be recruited for biopolitical governance strategies that maintain or exacerbate the racially exclusionary nature of gifted education: distractionism, determinism, and sociopolitical invisibility. Although these mechanisms are not predestined, researchers will need to employ proactive and socially responsible collaboration and communication to prevent genomics from normalizing racial exclusion in education.","PeriodicalId":47434,"journal":{"name":"Critical Studies in Education","volume":"64 1","pages":"67 - 83"},"PeriodicalIF":3.9,"publicationDate":"2021-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47158122","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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