Qualitative approaches to developmental psychology: negotiating power, ethics, and geographies when researching in South African schools for autistic children

Despite the growing call for inclusivity in developmental psychology, there remains a scarcity of methodological guidance. We address this gap through a reflexive case study based on our qualitative research in South African autism schools. The paper explores an educational context, recognising schools as key sites for applying core ideas in developmental psychology - an area significantly neglected in Global South research. By elucidating our research approach within a study focusing on the experiences of predominantly Black participants, we illuminate the importance of ethical research considerations at the intersectionality of autism and race. We ask: How can qualitative approaches be harnessed to ethically represent local knowledge? Through reflecting upon our research that entailed deep immersion in 12 South African pre-school classrooms in three public autism schools, we put forward four principles of inclusive research practices: 1) Making visible positionality in Southern-led collective scholarship, 2) Nourishing respectful collaborative partnerships with Southern organisations, 3) Building trusting relationships, and 4) Engaging in research as co-creation and dialogue. Through this, we explore experiences and tensions with ethics committees across the South African and British contexts. We also address working with historically vulnerable and underrepresented communities, ensuring the sharing of knowledge and materials in a collaborative and culturally sensitive manner. These principles provide a framework to help researchers navigate similar studies in Global South contexts.