Faculty in Focus: Connie Hur, Lower School Grade 4 Teacher and Korean Families Liaison

Ms. Connie Hur stood before a group of Korean parents at Graded, explaining in their language what it means for their children to grow up as “third-culture kids.” For her, the topic is personal. As the daughter of Korean parents whose work took them across the globe, she knows firsthand the challenges and possibilities of an international childhood. She wasn’t only translating ideas; she was telling her own story.

Connie graduated from the University of Southern California and began a research career with organizations including Sony Pictures Entertainment and Walt Disney Television. Today, her teaching centers on the belief that every transition brings opportunities for growth.

In this issue of The Graded Gazette, Connie shares what she loves about teaching grade 4, recommends her favorite São Paulo restaurants, and discusses her role as Graded’s Korean families liaison and her passion for ceramics.
 

You grew up as a third-culture kid living and studying in South Korea, the United States, China, and Taiwan. How did that experience shape your worldview and the way you work with students in an international school setting?

I changed schools seven times between kindergarten and 12th grade and attended high school in three different countries. Growing up as a third-culture kid has almost entirely shaped my worldview and approach to working with students in international schools. My experience gives me the privilege of understanding what many of our students are going through: adapting to new school systems, starting over socially, working to maintain good grades, feeling pressure to ‘fit in’ quickly, navigating language barriers, and grieving over having to leave behind friends and places that once felt like home. All the while, you are trying to develop your sense of self and figure out where you truly belong.

Now, as an educator in an international school, I try to be the kind of adult I would have wanted during those years—someone who understands the hidden complexities of mobility and cultural transition. My hope is to provide a sense of stability and belonging in the classroom.

 

What did you take away from your time in children’s media at Walt Disney, and how has it influenced the way you approach education today?

My time with the Consumer Insights and Research Department at Walt Disney Studios sparked my interest in education and set me on the path toward my current career. Although we didn't have classrooms, our offices were often full of children observing, commenting on, and interacting with the content. It gave me a front-row seat to observe their different developmental and social-emotional stages. I understood the power of storytelling—what made children laugh, what kept them engaged while learning something new, and how important it was for them to see themselves represented on screen. In my classroom today, I try to draw on those same insights to create lessons that are engaging, relevant, and culturally responsive.
 

 

Tell us about your research at the Harvard Graduate School of Education. What was your area of focus, and what were some of the lessons you learned?

I had no intention of applying to the Harvard Graduate School of Education (HGSE) until I learned about it from a mentor I had at Disney, Vicky Ariyasu, who was the VP of the Educational Resource Group for Diversity and Inclusion. She was one of my role models, and after learning that she had gone to HGSE to further her studies in education and media, I decided to apply. 

Naturally, when I arrived at HGSE, I gravitated toward furthering my research skills in media. Eventually, my focus broadened as I learned more about the world of education. I became interested in literacy development, ethnic-racial identity development, international education, and the influence of technology in education. Highlights included organizing a conference on the social-emotional well-being of Asian students and co-authoring a publication on students' ethnic-racial identity development, which was published in Child Development (CDEV 13756).

It’s difficult to single out one project as the most impactful, but co-authoring that article stands out. The work allowed me to explore in detail how media exposure intersects the development of ethnic-racial identity. Writing it shifted my perspective on education: Teaching isn’t just about delivering content effectively, but about how learners see themselves reflected in what they learn. I realized that representation matters deeply—students need spaces that validate their identities.
 

Looking back, what drew you to teaching after having spent time in research?

After time in educational research and working on the more theoretical side of education, I realized I wanted to put that knowledge into practice. I had studied how children learn, how identity and culture shape their experiences, and how media and environment influence development. But I wanted to be in the classroom, experiencing it firsthand with students. Becoming a teacher gave me the opportunity to see the real impact of those ideas in action, and it felt like the natural next step to bridge theory with practice.

What do you love about teaching grade 4?

My team! They are my rock. We support each other through highs and lows, push each other to grow as both professionals and individuals, and simply enjoy each other's company. I learn from them every day and look forward to coming to school just to see them. 

Beyond that, grade 4 is such a fun age to teach. Students are independent enough to have deep and thoughtful conversations, yet they still hold on to that sense of playfulness and affection. 

Being surrounded by colleagues I admire and students who inspire me makes this work incredibly rewarding.
 

 

What does your work as the Korean families liaison at Graded involve, and what have you enjoyed most about it? 

The Korean families liaison acts as a bridge between Graded and our Korean families. The work includes providing translations, holding in-person meetings, and facilitating parent discussions on intercultural issues. Sometimes, I serve as more of a technical assistant, and other times, I am simply there to listen and be someone our Korean families feel comfortable opening up to. Once a year, we host a seminar for parents on topics such as how to best support third-culture kids at home and during transitions between countries. 

 

When I first arrived at Graded, I noticed a gap in communication and relationships between Korean families, students, faculty, and administrators. I was often asked to provide support to counselors, teachers, Admissions, and even nurses, and I realized there was an ongoing need. With the encouragement of colleagues who also noticed this need, I documented these instances and prepared a presentation for the then-superintendent, Rich Boerner. My proposal was to formalize this support by creating a Korean families liaison role.

What I enjoy most about this role is knowing how much it would have meant for my own parents to have had an adult on campus they could rely on to achieve a greater sense of belonging at school. 
 

 

As faculty advisor to the Graded Asian Student Association (GASA), what impact do you hope the club has on the student body?

My biggest hope is that our Asian students know there is a safe space for them on campus—a space where they can freely be themselves and advocate for their needs. At the same time, I hope GASA is a welcoming space for all students, where everyone can celebrate Asian heritage, learn from one another, and see the value in sharing cultures with the wider school community.

Since we started the club in 2022, my proudest moments have been witnessing students step forward to lead, take ownership of their voices, and create change. I’ve seen them design new experiences and events to showcase Asian heritage on campus, and watched them grow in confidence as they share their culture with others. In one instance, they drafted a proposal for more Korean food on campus and presented it directly to school leadership and our head chef. They carefully explained which dishes would best serve our student population, showing both leadership and advocacy. 
 
Another highlight of GASA is our annual field trip. In the past few years, we have visited the Korean Cultural Center, Japan House, and the Japanese Immigration Museum to learn about the history and impact of Asian populations in Brazil. And, of course, you can’t forget the food on these trips! We’ve bonded over Korean barbecue at Portal da Coreia and Japanese food at Aizome.
 

 

You are also a swimmer and coach of Graded’s varsity athletes. When did you begin swimming, and what do you enjoy most about coaching?

Swimming was my sport growing up! I learned it at a young age and continued with it until I graduated high school. Coaching varsity athletes now gives me a different kind of pride than I receive from teaching in the classroom. There’s something incredibly rewarding about watching athletes overcome challenges, push past their limits, grow in the sport, and develop confidence and resilience. I also love the sense of community that comes with being part of a team. 

Coaching varsity allows me to cultivate close relationships with students across campus (including some who were once in my grade 4 class!), which is especially meaningful. Being able to continue those relationships beyond the lower school and watch students grow both in and out of the pool has been deeply fulfilling. Go Eagles!
 

 

Ceramics is another one of your passions. How did you get started, and what are some of your favorite pieces you’ve created?

My mom is an artist who works at a museum in Korea, so I grew up surrounded by art and creativity. A few summers ago, I visited a traditional Korean pottery exhibit that deeply inspired me, and I felt compelled to recreate some of the pieces I saw. Two of my favorite works are the Moon Jar and Lotus Sumaksae—both traditional Korean forms that symbolize purity, enlightenment, and resilience. The lotus, for instance, signifies emerging from muddy waters, a metaphor for the human journey through challenges. These pieces serve as a personal reminder that I can stay connected to my roots no matter where I am in the world. 
 

 

São Paulo is full of amazing food. What are some of your favorite restaurants here?

Continuing with my love of museums, art, and food—a combination that reminds me of weekends and holidays with my family—I especially enjoy restaurants that bring these elements together. Here are my top favorites: 

Aizome at Japan House
Fito at Pinacoteca 
A Baianeira at MASP
Capim Santo at Tomie Ohtake or Museu da Casa Brasileira
Portal da Coreia, just a short walk from the Japanese Immigration Museum