This paper will offer a reflexive account of the research approaches used in linguistically and culturally diverse education contexts by an academic researcher from the hegemonic cultural mainstream. The discussion will cover some of the potential barriers to research with linguistically, ethnically and/or culturally diverse "others" and consider why particular methodologies have been adopted in contexts with both pupils and teachers in order to overcome such barriers. The approaches discussed include critical ethnography, co-construction of research tools, digital photography and self-portraits. The paper will also consider the asymmetric nature of the researcher-researched relationship and the ways in which this asymmetry can be addressed.