Connie K Chung

Bio

Dr. Connie K. Chung is a researcher working with policymakers, researchers, and practitioners who are equipping young people to thrive in a rapidly changing world and to build more caring, just, and sustainable communities. She most recently served as a Foster America Fellow, leading strategic planning efforts at a child welfare government agency to improve young people’s outcomes.
Her expertise includes community-centered program development, with experiences in community organizing and co-designing programs with young people.

In addition to co-authoring with Dream a Dream, the book, When We Thrive, Our World Thrives: Stories of Young People Growing Up in Adversity (Notion Press, 2022), she has co-designed and managed multi-country comparative research projects and co-edited three books about teaching and learning in the 21st century in her former roles as lecturer and associate director of Harvard Graduate School of Education’s Global Education Innovation Initiative: Teaching and Learning for the Twenty-First Century: Educational Goals, Policies, and Curricula from Six Nations (Harvard Education Press, 2016); Building Bridges to the Future: Global Case Studies of Teaching and Learning in the 21st Century (Smashwords, Inc, 2018); Preparing Teachers to Educate Whole Students: An International Comparative Study (Harvard Education Press, 2018).

She was part of a 5-year national study about how strong community organizing groups can create transformational change in individuals, communities, and educational institutions, the results of which were published in A Match on Dry Grass: Community Organizing as a Catalyst for School Reform (Oxford University Press, 2011).

She was commissioned by Australia’s New South Wales Department of Education to contribute to the book, Future Frontiers: Education for an AI World (University of Melbourne Press, 2017). She also co-authored a curriculum resource for global citizenship education, Empowering Global Citizens: A World Course (CreateSpace Independent Publishing, 2016). From 2016 to 2019, she worked with the OECD Education 2030 Project, conducting curriculum analysis of 34 economies, a national education policy review, and leading a working group on the study of attitudes and values.

She is a recipient of the W. E. B. DuBois Fellowship with Children’s Defense Fund and a recipient of an Oxford University Scholarship in Comparative and International Education for an essay written about education, uncertainty, and the changing nature of society. A former foster parent and former high school English teacher, she was recognized by students as an influential teacher, including a winner of the Stanford University Terman Award. She received her BA (English and American Literature and Languages), EdMs (Teaching and Curriculum, 1999 and International Education Policy, 2007), and doctorate from Harvard University.