This paper presents a case for interviewing students as an effective yet complex way to
integrate reflexive practice into teaching and research. Even though many human
geographers are accustomed to conducting qualitative interviews in various contexts, it
is not straightforward to interview one’s own students. This paper addresses three
issues: implications of doing insider interviews; ethical issues of interviewing students
where power relations are at stake and using visual co-constructions as a means of
levelling the analytical power of the insider interviewer. We show how student
interviews have enhanced our reflection-on-action and give recommendations for
prospect student interviewers