Development Education in Japan: A Comparative Analysis of the Contexts for Its Emergence, and Its Introduction into the Japanese School System

By Yuri Ishii | Go to book overview

2

Socioeconomic and Political Contexts for the Emergence of Development Education

INTRODUCTION

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.


ECONOMIC CONTEXT

The 1960s, when the earliest form of development education was initiated, was the period when a number of newly independent countries were established and when most of the West European countries were enjoying the economic expansion that started at the end of the 1940s. 1

After World War II, the whole of Europe was suffering from the damage done by the war. 2 For full recovery, the West European countries had to wait for the support of the Marshall Plan by the United States. 3 The West European

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