F. Michael Connelly is Professor Emeritus at the Ontario Institute for Studies in Education of University of Toronto (OISE/UT). He has written on science education, curriculum studies, teacher education and, with Jean Clandinin, narrative inquiry. He was cofounder and editor of Curriculum Inquiry, founding Director of the OISE/UT Center for Teacher Development, Director of the Canada Project, Second International Science Study, and Director of the Hong Kong Institute of Education/OISE/UT doctoral program. He has made teaching a priority, with many former students winning dissertation and research and teaching awards. He has worked with schools, school boards, and teacher organizations; and wrote policy papers for the Science Teachers Association of Ontario, the Ontario Teachers Federation, and the Ontario Ministry of Education. He received American Educational Research Association's (AERA.) Division B Lifetime Achievement Award, the Canadian Society for the Study of Education's Outstanding Canadian Curriculum Scholar Award, the Canadian Education Association Whitworth award, the Ontario Confederation of University Faculty Association's award for excellence in teaching, and other scholarly awards. He has worked internationally in human resource development, curriculum, teacher education, and community schools in Jordan, Egypt, and China. His long-term, ongoing, urban education research program in Bay Street Community School is supported by the Social Sciences and Humanities Research Council of Canada. He is currently studying the narrative histories of immigrant children's knowledge structures and ways of knowing as they interact with the Canadian school system. The work involves collaboration with selected Chinese schools and universities.

Ming Fang He is Associate Professor of Curriculum Studies at Georgia Southern University. She currently advises doctoral students, directs doctoral dissertations, and teaches graduate courses in curriculum studies, multicultural education, and qualitative research methods. Her preservice teacher education courses are in foundations of education. Most of her recent published work is on cross-cultural narrative inquiry of language, culture, identity in multicultural contexts, cross-cultural teacher education, and curriculum studies. She published her work in a book, A River Forever Flowing: Cross-Cultural Lives and Identities in the Multicultural Landscape in 2003. She coedited a book in 2005 with JoAnn Phillion and Michael Connelly, Narrative and Experience in Multicultural Education. She was an editor of Curriculum Inquiry (2003–2005) and is an Associate Editor of Multicultural Perspectives. She also coedits a book series with JoAnn Phillion, Research for Social Justice: Personal~Passionate~Participatory Inquiry. She has been engaged in a program of research on language, culture, and identity development of Chinese immigrant children and their mainstream schooling in-between Black and White tensions in the U.S. South. She coordinates an International Educator Training Program subcontracted by International Research & Exchanges Board (IREX), The U.S. Department of State, Bureau of Educational and Cultural Affairs. Her current research is expanded to multicultural education with a particular focus on the minority and immigrant education in Mainland China, Hong Kong, and the United States.

JoAnn Phillion is Associate Professor of Curriculum Studies in the Department of Curriculum and Instruction at Purdue University. She teaches graduate courses in curriculum theory and multicultural education and an undergraduate course in preservice teacher development. Her research interests are in narrative approaches to multiculturalism, teacher knowledge, and teacher education. Her early research was a narrative inquiry in an inner-city Canadian school and was published by Ablex and Information Age in Narrative Inquiry in a Multicultural Landscape: Multicultural Teaching and Learning in 2002 and in 2006, as well as in numerous articles in Curriculum Inquiry, Journal of Curriculum Studies and Multicultural Education. She coedited a book with Ming Fang He and Michael Connelly, Narrative and Experience in Multicultural Education, published in 2005. She has also published on the uses of technology in multicultural teacher education. With Ming Fang He, she coedits the series, Research for Social Justice: Personal~Passionate~Participatory Inquiry. Her recent research focuses on immigrant students in international contexts, in particular on minority students and parents' experiences in Hong Kong schools. She is involved in international teacher education and study abroad in Honduras and Hong Kong.