¿Mejor que nada? una revisión y crítica del apadrinamiento de niños
DOI:
https://doi.org/10.33448/rsd-v9i8.5574Palabras clave:
Apadrinamiento de niños; Crítica; Educación para el desarrollo; Ciudadano del mundo; HEADS UP; Justicia; Revisión de literatura.Resumen
El objetivo de este trabajo es revisar y sintetizar la investigación centrada en el apadrinamiento de niños (CS) y, al hacerlo, presentar una crítica basada en conceptualizaciones de justicia, solidaridad, relaciones éticas y educación internacional para el desarrollo. Como se discutió en este documento, una revisión de la literatura arroja ocho motivaciones para involucrarse en el apadrinamiento de niños: conexión personal; altruismo; culpa; pequeña victoria; parte de algo más grande; desconfianza del gobierno; no sin rostro; avanzando el desarrollo. Siguiendo la síntesis de investigación y la discusión de estas motivaciones, se construye una crítica al ver estas motivaciones a través de tres lentes teóricos: conceptualizaciones del buen ciudadano, el miembro complejo de la audiencia y, finalmente, una herramienta pedagógica y un marco denominado HEADS UP. El documento concluye con preguntas centradas en el poder, la pobreza, la responsabilidad, la complicidad, la justicia y la paz, y, en última instancia, proporciona una respuesta a la pregunta de "¿es mejor que nada?" El argumento presentado en este documento es que, en su notoria ausencia de un examen más crítico de las causas profundas de la pobreza y las injusticias globales, el apadrinamiento de niños no es, de hecho, mejor que nada.
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