Pub Date : 2024-06-03DOI: 10.1177/10778004241253251
Francois Jonker
With the aim of contributing toward posthuman orientations in educational research, this article actively engages neuroqueerness as a means to trouble humanist assumptions regarding empirical data and representational language. As its overarching objective, this article seeks to explore some possibilities for the cripqueering of method as a way of doing inquiry differently. I do so by diffracting the disidentificatory queering of identity through the postidentitarian urge of neurodiversity. This article argues for an attunement to the relational errantry of neuroqueer becomings-with, autistic perception and autistic voicing as means of provoking generative methodological perspectives that might challenge the compulsory able-bodymindedness embedded in traditional representationalist humanist modes of education and research.
{"title":"Cripqueering Method in Posthuman Educational Research: Diffractive Reading/Writing-With Autistic Perception and Expression","authors":"Francois Jonker","doi":"10.1177/10778004241253251","DOIUrl":"https://doi.org/10.1177/10778004241253251","url":null,"abstract":"With the aim of contributing toward posthuman orientations in educational research, this article actively engages neuroqueerness as a means to trouble humanist assumptions regarding empirical data and representational language. As its overarching objective, this article seeks to explore some possibilities for the cripqueering of method as a way of doing inquiry differently. I do so by diffracting the disidentificatory queering of identity through the postidentitarian urge of neurodiversity. This article argues for an attunement to the relational errantry of neuroqueer becomings-with, autistic perception and autistic voicing as means of provoking generative methodological perspectives that might challenge the compulsory able-bodymindedness embedded in traditional representationalist humanist modes of education and research.","PeriodicalId":48395,"journal":{"name":"Qualitative Inquiry","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141268777","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-03DOI: 10.1177/10778004241254394
Tanya Titchkosky
This article explores how disability studies can take shape as an interpretive method and how disability-perception can influence this. My exploration is organized in relation to the following question: In what ways might attention to dyslexia as an interpretive act inflect social inquiry? I treat interpretive methods as a form of inquiry that attends to the social activity of interpretation itself and I regard dyslexia as part of such activity. A key issue for such inquiry is how to methodically engage appearances as an interpretive encounter: That is, how can we make the taken-for-granted activity of perception as interpretation available for reflection and keep the subject ∞ object chiasma* relation a primary focus? Disability studies is a starting point for such inquiry in at least two ways: (a) it brings to attention the ways in which people interpret disability and (b) it considers how impairment experience itself is an interpretive modality that can momentarily disrupt the normative flow of common-sense, revealing aspects of the act of interpretation, and making it available for reflection. This article will show how the perception of disability as well as disability-perception can be regarded as enacting a “pause” in the everyday flow of common-sense and, thereby, encounter interpretive acts as an occasion for further inquiry. I turn to descriptions of perceptions and experiences of dyslexia as interpretive scenes where the normative order of ordinary interpretation can be revealed. I address various ways that dyslexia is described as a disruption to the normative order of language, especially the written word, print-language, even as the term dyslexia is used as a sense-making-device to reassert the primacy of normative expectations and values in literate-culture. As a sense-making-device imposed from without or as experience that seems to come from within, or as both, the appearance of “dyslexia” serves as a primal scene for uncovering the ways in which the social order of interpretation works. *Chiasma is not a dyslexic rendering of “chasm.” Instead, chiasma refers to the crosswise relation between concepts and structures that rely on each other for their meaning, for example, reading and readers; subject and object.
{"title":"Interpretive Methods in Disability Studies: Dyslexia Inflected Inquiry","authors":"Tanya Titchkosky","doi":"10.1177/10778004241254394","DOIUrl":"https://doi.org/10.1177/10778004241254394","url":null,"abstract":"This article explores how disability studies can take shape as an interpretive method and how disability-perception can influence this. My exploration is organized in relation to the following question: In what ways might attention to dyslexia as an interpretive act inflect social inquiry? I treat interpretive methods as a form of inquiry that attends to the social activity of interpretation itself and I regard dyslexia as part of such activity. A key issue for such inquiry is how to methodically engage appearances as an interpretive encounter: That is, how can we make the taken-for-granted activity of perception as interpretation available for reflection and keep the subject ∞ object chiasma* relation a primary focus? Disability studies is a starting point for such inquiry in at least two ways: (a) it brings to attention the ways in which people interpret disability and (b) it considers how impairment experience itself is an interpretive modality that can momentarily disrupt the normative flow of common-sense, revealing aspects of the act of interpretation, and making it available for reflection. This article will show how the perception of disability as well as disability-perception can be regarded as enacting a “pause” in the everyday flow of common-sense and, thereby, encounter interpretive acts as an occasion for further inquiry. I turn to descriptions of perceptions and experiences of dyslexia as interpretive scenes where the normative order of ordinary interpretation can be revealed. I address various ways that dyslexia is described as a disruption to the normative order of language, especially the written word, print-language, even as the term dyslexia is used as a sense-making-device to reassert the primacy of normative expectations and values in literate-culture. As a sense-making-device imposed from without or as experience that seems to come from within, or as both, the appearance of “dyslexia” serves as a primal scene for uncovering the ways in which the social order of interpretation works. *Chiasma is not a dyslexic rendering of “chasm.” Instead, chiasma refers to the crosswise relation between concepts and structures that rely on each other for their meaning, for example, reading and readers; subject and object.","PeriodicalId":48395,"journal":{"name":"Qualitative Inquiry","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141269368","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-03DOI: 10.1177/10778004241254085
C. Satchwell
In research about landscapes and the environment, scientific ontologies and epistemologies prevail, thus largely excluding contributions from marginalized groups, or creative expressions of what spaces mean to people. This article draws on qualitative place-based arts workshops, which used multimodal and multisensory methods with deaf children and disabled adults. The resulting co-created texts and artworks represent meaningful responses to specific local landscapes and their natural inhabitants. Considering literacies, power, and who can or cannot be an author, this article argues that such processes of creative co-production could be viewed as means of overcoming marginalization and enabling disabled people to engage with local landscapes. Inclusive literacy practices are presented as ways in to “authoring” marginalized groups’ responses to natural environments, with potentially transformative outcomes for the participants, decision-making processes, and the land itself.
{"title":"Being Flamingos and Trees: Marginalized Groups Respond to Landscapes Using Inclusive Multimodal Literacies and Arts","authors":"C. Satchwell","doi":"10.1177/10778004241254085","DOIUrl":"https://doi.org/10.1177/10778004241254085","url":null,"abstract":"In research about landscapes and the environment, scientific ontologies and epistemologies prevail, thus largely excluding contributions from marginalized groups, or creative expressions of what spaces mean to people. This article draws on qualitative place-based arts workshops, which used multimodal and multisensory methods with deaf children and disabled adults. The resulting co-created texts and artworks represent meaningful responses to specific local landscapes and their natural inhabitants. Considering literacies, power, and who can or cannot be an author, this article argues that such processes of creative co-production could be viewed as means of overcoming marginalization and enabling disabled people to engage with local landscapes. Inclusive literacy practices are presented as ways in to “authoring” marginalized groups’ responses to natural environments, with potentially transformative outcomes for the participants, decision-making processes, and the land itself.","PeriodicalId":48395,"journal":{"name":"Qualitative Inquiry","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141270562","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-03DOI: 10.1177/10778004241254393
Hanne Vandenbussche, Leni Van Goidsenhoven, Amber Vandekerckhove, Elisabeth De Schauwer
Entering higher education presents significant challenges for students whose learning styles differ from the norm of the “(neuro)typical student.” In Flanders, the prevailing notions persist in asserting that people with disabilities do not belong in a higher education system due to perceived shortcomings in meeting the traditional standards. In this article, we focus on a podcast “ I write so I am: The power of the dyslexic brain” created by a former student. By drawing on a critical dialogical methodology we engage with the stories presented in the podcast, contemplating ways to progress toward an affirmative and relational approach to disability. We make this more concrete by plugging-in concepts such as “recognition,” “relational accessibility,” and “caring communities” as they guide us in challenging ableist structures. The practice of dialoguing calls for engaging communities where listening with care opens negotiations to bypass the current rigid system of “reasonable accommodations.”
{"title":"“The University Is Made for Those Who Can Climb the Stairs”: Dialoguing With Counterstories in Higher Education","authors":"Hanne Vandenbussche, Leni Van Goidsenhoven, Amber Vandekerckhove, Elisabeth De Schauwer","doi":"10.1177/10778004241254393","DOIUrl":"https://doi.org/10.1177/10778004241254393","url":null,"abstract":"Entering higher education presents significant challenges for students whose learning styles differ from the norm of the “(neuro)typical student.” In Flanders, the prevailing notions persist in asserting that people with disabilities do not belong in a higher education system due to perceived shortcomings in meeting the traditional standards. In this article, we focus on a podcast “ I write so I am: The power of the dyslexic brain” created by a former student. By drawing on a critical dialogical methodology we engage with the stories presented in the podcast, contemplating ways to progress toward an affirmative and relational approach to disability. We make this more concrete by plugging-in concepts such as “recognition,” “relational accessibility,” and “caring communities” as they guide us in challenging ableist structures. The practice of dialoguing calls for engaging communities where listening with care opens negotiations to bypass the current rigid system of “reasonable accommodations.”","PeriodicalId":48395,"journal":{"name":"Qualitative Inquiry","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141271897","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-22DOI: 10.1177/10778004241253261
Vivienne Bozalek, Geert van Hove, Nike Romano
This special issue originated from a webinar series made possible through a Tri-Continental (3C) Partnership between the University of the Western Cape, the University of Missouri, and Ghent University. These universities organized a series of webinars on the theme “Doing Academia differently: In conversation with neuroatypicality.” The Tri-Continental (3C) Partnership is a trilateral agreement that set out to promote partnership between the three institutions during a time of travel restrictions due to the global pandemic.
{"title":"Doing Academia Differently: In Conversation With Neuroatypicality","authors":"Vivienne Bozalek, Geert van Hove, Nike Romano","doi":"10.1177/10778004241253261","DOIUrl":"https://doi.org/10.1177/10778004241253261","url":null,"abstract":"This special issue originated from a webinar series made possible through a Tri-Continental (3C) Partnership between the University of the Western Cape, the University of Missouri, and Ghent University. These universities organized a series of webinars on the theme “Doing Academia differently: In conversation with neuroatypicality.” The Tri-Continental (3C) Partnership is a trilateral agreement that set out to promote partnership between the three institutions during a time of travel restrictions due to the global pandemic.","PeriodicalId":48395,"journal":{"name":"Qualitative Inquiry","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141113323","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-22DOI: 10.1177/10778004241254397
Erin Manning, Vivienne Grace Bozalek
This paper documents a conversation with Erin Manning in the first webinar of the series Doing Academica Differently: In conversation with Neuroatypicality. Drawing on her scholarship, teaching experience, as well as the more recent 3Ecologies project, Manning shows how systems serve to pathologize by framing difference from the angle of typicality and as a divergence from the norm. She argues, therefore, that it is necessary to move beyond the ontological presuppositions enacted by systems of whiteness/neurotypicality. She proposes that academic work must continue to remain open to the differential within difference, and value slow and convivial practices that texture qualities of existence as a mode rather than as gridded individual identities. By focusing on the crucial notion of value in higher education and how it might be reworked in experimental ways, Manning suggests ways of attuning for learning otherwise beyond a neurotypical frame.
{"title":"In Conversation With Erin Manning: A Refusal of Neurotypicality Through Attunements to Learning Otherwise","authors":"Erin Manning, Vivienne Grace Bozalek","doi":"10.1177/10778004241254397","DOIUrl":"https://doi.org/10.1177/10778004241254397","url":null,"abstract":"This paper documents a conversation with Erin Manning in the first webinar of the series Doing Academica Differently: In conversation with Neuroatypicality. Drawing on her scholarship, teaching experience, as well as the more recent 3Ecologies project, Manning shows how systems serve to pathologize by framing difference from the angle of typicality and as a divergence from the norm. She argues, therefore, that it is necessary to move beyond the ontological presuppositions enacted by systems of whiteness/neurotypicality. She proposes that academic work must continue to remain open to the differential within difference, and value slow and convivial practices that texture qualities of existence as a mode rather than as gridded individual identities. By focusing on the crucial notion of value in higher education and how it might be reworked in experimental ways, Manning suggests ways of attuning for learning otherwise beyond a neurotypical frame.","PeriodicalId":48395,"journal":{"name":"Qualitative Inquiry","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141112251","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-22DOI: 10.1177/10778004241253263
Lieve Carette, Lee de Bie, Kate Brown, Elisabeth De Schauwer
In response to Lee de Bie and Kate Brown’s webinar on neuroatypicality in academia, Lieve Carette and Lee de Bie delve into the concept of “relational access” and its transformative influence on neurodivergent relationships, overcoming obstacles and expanding possibilities of support. Drawing inspiration from the creative initiatives of Mad and neurodivergent students and staff reshaping the academy, the authors share insights from their 6-year friendship, exploring the challenges of navigating university through neuroatypicality. Their interconnected reflections underscore the importance of facilitating the creation of the zine “Outliers” in shaping their dialogues. Within the context of Qualitative Inquiry, this article indirectly explores zines as an academic methodology, emphasizing the integral role of the intimate relationship in zine project development and personal and professional growth. The paper concentrates on the zine’s impact within their relationship, accentuating its modest contribution to the project’s inception compared with its substantial significance in their lives and personal growth.
{"title":"Keeping the Conversation Going: Rendering Each Other Capable While Creating Zines","authors":"Lieve Carette, Lee de Bie, Kate Brown, Elisabeth De Schauwer","doi":"10.1177/10778004241253263","DOIUrl":"https://doi.org/10.1177/10778004241253263","url":null,"abstract":"In response to Lee de Bie and Kate Brown’s webinar on neuroatypicality in academia, Lieve Carette and Lee de Bie delve into the concept of “relational access” and its transformative influence on neurodivergent relationships, overcoming obstacles and expanding possibilities of support. Drawing inspiration from the creative initiatives of Mad and neurodivergent students and staff reshaping the academy, the authors share insights from their 6-year friendship, exploring the challenges of navigating university through neuroatypicality. Their interconnected reflections underscore the importance of facilitating the creation of the zine “Outliers” in shaping their dialogues. Within the context of Qualitative Inquiry, this article indirectly explores zines as an academic methodology, emphasizing the integral role of the intimate relationship in zine project development and personal and professional growth. The paper concentrates on the zine’s impact within their relationship, accentuating its modest contribution to the project’s inception compared with its substantial significance in their lives and personal growth.","PeriodicalId":48395,"journal":{"name":"Qualitative Inquiry","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141111698","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-22DOI: 10.1177/10778004241245701
Joanne Dillabough, Zeina Al-Azmeh
How might researchers studying conflict and academic exile embrace Saidiya Hartman’s and Sertdemir Özdemir’s concerns about the role of pity and myth within the wider context of research on exilic scholars? How might researchers re-represent both conflict and exiled intellectuals without reproducing enmity in times of rising authoritarianism? And how might we conceptualize political implication in research on exilics, particularly in the face of war and conflict? We reflect on these questions through a conceptual engagement with a researcher’s involvement in studying academic exile and view this involvement as a form of critical intellectual positioning with the wider geopolitical contexts of Turkey and Syria.
{"title":"Thinking Beyond Victim and Perpetrator in the Sociology of the Exilic Intellectual: Conflict, Memory, and Wound","authors":"Joanne Dillabough, Zeina Al-Azmeh","doi":"10.1177/10778004241245701","DOIUrl":"https://doi.org/10.1177/10778004241245701","url":null,"abstract":"How might researchers studying conflict and academic exile embrace Saidiya Hartman’s and Sertdemir Özdemir’s concerns about the role of pity and myth within the wider context of research on exilic scholars? How might researchers re-represent both conflict and exiled intellectuals without reproducing enmity in times of rising authoritarianism? And how might we conceptualize political implication in research on exilics, particularly in the face of war and conflict? We reflect on these questions through a conceptual engagement with a researcher’s involvement in studying academic exile and view this involvement as a form of critical intellectual positioning with the wider geopolitical contexts of Turkey and Syria.","PeriodicalId":48395,"journal":{"name":"Qualitative Inquiry","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141112946","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-22DOI: 10.1177/10778004241253236
Christopher M. McLeod, Jessica K. Brougham, N. D. Pifer
This article theorizes the use of knowledge in interviews, focusing on confronting interview participants with knowledge generated from prior research. This article explains when confronting participants with knowledge is ethically and epistemologically preferable to alternatives such as debriefing or not disseminating. We share examples from studies where minor league baseball players read machine learning predictions of their chances of reaching the major leagues, and esports competitors viewed illustrations of the prize earning distribution in their chosen game. The article elaborates on the ethical considerations of using confrontational knowledge in interviews and identifies three guidelines for using the strategy.
{"title":"Knowledgeable Confrontations: How to Challenge Interview Participants With Information and Data","authors":"Christopher M. McLeod, Jessica K. Brougham, N. D. Pifer","doi":"10.1177/10778004241253236","DOIUrl":"https://doi.org/10.1177/10778004241253236","url":null,"abstract":"This article theorizes the use of knowledge in interviews, focusing on confronting interview participants with knowledge generated from prior research. This article explains when confronting participants with knowledge is ethically and epistemologically preferable to alternatives such as debriefing or not disseminating. We share examples from studies where minor league baseball players read machine learning predictions of their chances of reaching the major leagues, and esports competitors viewed illustrations of the prize earning distribution in their chosen game. The article elaborates on the ethical considerations of using confrontational knowledge in interviews and identifies three guidelines for using the strategy.","PeriodicalId":48395,"journal":{"name":"Qualitative Inquiry","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141113154","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-20DOI: 10.1177/10778004241250067
G. Badley
I found Sheila Heti’s Alphabetical Diaries so engrossing that I decided to construct an experimental assemblage based partially on her somewhat playful yet serious alphabetical reconfiguring of her diaries. In my case, I used items selected mainly from various articles I have written concerning autoethnography following Heti’s rather chaotic methodology.
{"title":"Autoethnography: An (Incomplete) Abecedarian Assemblage","authors":"G. Badley","doi":"10.1177/10778004241250067","DOIUrl":"https://doi.org/10.1177/10778004241250067","url":null,"abstract":"I found Sheila Heti’s Alphabetical Diaries so engrossing that I decided to construct an experimental assemblage based partially on her somewhat playful yet serious alphabetical reconfiguring of her diaries. In my case, I used items selected mainly from various articles I have written concerning autoethnography following Heti’s rather chaotic methodology.","PeriodicalId":48395,"journal":{"name":"Qualitative Inquiry","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141120190","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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