With particular reference to insider/outsider qualitative research, the purpose of this paper is to present new understandings about the concepts of literacy and reflexivity, which go against the grain of technical approaches currently privileged under neo‐liberal education systems.
The paper draws on theoretical considerations and empirical data from a qualitative study in literacy education to examine the concept of researcher reflexivity. With multiple methods such as focus groups, on‐line discussions, shared literacy experiences, and researcher's reflections, the qualitative approach was appropriate to unveil thick descriptions of phenomena.
Information from the literature, theoretical framework and transcript analysis is synthesized to present an innovative way of approaching reflexivity in qualitative research, to acknowledge: theory, power, discomfort; and personal, historical, political and sociocultural influences.
Given the small number of participants involved in the case study, results are not representative of the general population.
Deepening researchers’ approaches to reflexivity can lead to cross‐disciplinary collaboration in professional fields such as teaching, engineering and nursing.
An innovative approach to reflexivity, particularly after the completion of a study, can rupture the comfortableness of qualitative researchers’ reflexive processes. A rigorous concept of reflexivity can be useful to scaffold pre‐service teachers during professional internships in schools.
