ABSTRACT
This chapter explores the idea that there are some common contexts in the countries where the genesis of development education (as defined in chapter 1) occurred. It argues that the following socioeconomic and political contexts make the genesis of development education more probable: 1) a country is industrialized and would be conventionally classified as a high-income country; 2) there is a governmental policy to obtain a politically important position in the international arena, not by military power but by the country’s contribution to the maintenance of world order through international organizations; 3) the government of a country attaches importance to social welfare, equality in the distribution of national wealth, and human rights in its domestic policy; 4) a country has a close relationship with developing countries whether historical, political, or economic; and 5) a country has a population including racial minorities from developing countries whose existence places new demands upon institutions such as schools, the welfare system, and industry.
