Within mathematics education, issues relating to equity and inclusion of diverse voices is receiving increasing attention. We argue that broadening the perspectives of the wider research community can only be achieved by providing opportunities for the stories of marginalised communities to be shared. In this article, we draw on our experiences, and consider the cultural dimensions and challenges faced by researchers working with students at the 'margins' when communicating with an international audience. We add to the ongoing conversation by examining the notion of the review and publication process in international mathematics education journals as a potential 'White space'.