Susan (she/her) is a white woman and a Senior Lecturer in Academic Development at the Australian Catholic University. Susan’s background is in teaching academic literacy and communication to students from non-traditional backgrounds. Her passion is facilitating inclusive teaching practices that value diversity and enable wider participation. In 2020, Susan completed her Doctor of Education at UTS with a focus on investigating teacher perceptions of cultural diversity in a pathway provider, factors affording or inhibiting cross-cultural engagement in the classroom, and implications of this teaching practice, and learning.

Jess (she/her) is a Wiradyuri Wambuul woman, a Senior Lecturer in Academic Development at the Australian Catholic University, a PhD Scholar in the School of Indigenous Australian Studies at Charles Sturt University and a Social Worker. She is also on the Board of Directors for the Australian Association of Social Workers (AASW). Jess has taught within Bachelor and Masters Social Work programs at UNSW and ACU and a range of undergraduate and postgraduate programs at CSU. Her passion and focus is on creating decolonising and critical learning spaces for students, educators and practitioners which honour and are guided by Indigenous knowledges to support critical practice in curriculum, teaching, learning and the field.

Kashmira is a lecturer in Academic Development at UNE. She has about 18 years of experience working in universities in Australia. She taught widely in the area of ICT in education, STEM, REsearch methodologies and other areas of preservice teacher education. Her expertise is in higher education's broad umbrella of learning and teaching. She is interested in learning design, assessment and multimedia learning.

Xiangchen Zhang used to work as an English-as-a-foreign-language (EFL) teacher at two private universities in Shanghai, China. She finished her bachelor’s degree in English and master’s degree in applied linguistics and conducted an empirical study of Chinese pre-service student teachers’ professional identities. Currently she is a doctoral candidate at the University of Auckland, studying in the School of Curriculum and Pedagogy under the supervision of Dr Naashia Mohamed and Dr Esther Fitzpatrick. Her research interests lie in the tensions, construction, and reconciliation of EFL teachers’ multiple identities and their professional development in universities with methods of critical and collaborative autoethnography. She participated in the 2022 International Symposium on Autoethnography and Narrative and had her research manuscript titled ‘Professional Identity Crisis, Reconciliation, and Reconstruction: A Narrative Inquiry into Experiences of Novice EFL Teachers in China’s Private Universities’ published in the conference proceedings.