During the fall 2009 and spring 2010 semesters, a father/son duo teamed up to teach EDU-285, Education for International Development. Daryn Cambridge, a former ITEPer, who now works at the International Center on Nonviolent Conflict and his father, Dr. Richard Cambridge, who has been working for the World Bank for over 30 years, brought together a mixture of experiences and complementary approaches to education that turned out to make a great pairing.
As co-professors for EDU-285 the two of them seek to continually develop a syllabus and a learning environment that introduces students to the enduring educational questions within the various fields of international development (health promotion, economic growth, women's empowerment, civil society, environmental sustainability, peace and conflict transformation, and youth development). They do their best to mix up the course content using readings, websites, simulations, and digital media. They seek to make the class as engaging and participatory as possible - inviting students to grapple with the material and delve into the questions in experiential ways. And finally, they work on taking the learning community beyond just the physical classroom space and onto an online platform (Ning) where students can engage in conversation about the readings and share some of their own self-guided learning and exploration through blog postings.
BIO: Richard Cambridge grew up in Guyana—a country on the north coast of South America—not to be confused with Ghana (a country on the coast of West Africa). He went on to study in the United States at Macalester College in Minnesota and then at Johns Hopkins University, where he received his PhD in economics. In the late 70's he began working at the World Bank and quickly developed a passion for combating conditions of poverty—conditions similar to those in which he himself grew up.
BIO: Daryn Cambridge grew up traveling the world with his family and accompanying his father on several of his World Bank trips around the world, getting first-hand exposure to the challenges too many people in our human family face every day—extreme poverty, environmental degradation, illiteracy, and inadequate infrastructure (sanitation, energy, transportation, etc.) At the same time, his father instilled in him an understanding of development that sought not to clump together the world into categories of "developed" and "underdeveloped" or "First World" and "Third World," but rather see each country, culture, community, and individual as more than a statistic.