Reflexivity as Epistemological Imperative: An Autoethnographic Account of Researching Indian Diaspora Youth in Aotearoa New Zealand

Abstract

Abstract This paper argues that, in contexts characterised by diversity and cultural complexity, such as those of diaspora scholarship, reflexivity becomes indispensable for producing ethically sound and contextually grounded knowledge. Through autoethnographic analysis of my doctoral research journey investigating the aspirations of Indian-identifying youth (ages 18–25) in Aotearoa New Zealand, I use shifting decisions about research approach and positionality as illustrative cases for theorising reflexivity’s epistemological, methodological, and ethical functions. Rather than treating reflexivity as merely methodological enhancement, I conceptualise researcher reflection as an epistemological necessity specific to diaspora research contexts, where fluid identities, complex power dynamics, and heterogeneous migration histories demand continuous critical engagement with positionality. Drawing on examples including recruitment challenges, interview encounters, and data analysis, I demonstrate how presumed insider status based on shared ethnic heritage can obscure rather than illuminate researcher–participant dynamics, and how reflexive practice enabled me to understand and remain responsive to participants’ diverse experiences. This paper offers methodological insights for researchers, particularly international doctoral students, navigating similar positionality complexities. The paper contributes to qualitative research methodology, diaspora research approaches, and higher education research pedagogy.

The authors' abstract, as published at the source. New Zealand Journal of Educational Studies, 2026 · DOI ↗