129 Jeunesse: Young People, Texts, Cultures 12.2 (2020) Introduction This article reflects critically on the participatory research process in the Transforming Disability Knowledge, Research, and Activism (TDKRA) project, funded by the Social Sciences and Humanities Research Council of Canada (2016-2020), which involved women and girls with disabilities in the Global South. I discuss epistemological and methodological questions in relation to what Indigenous scholar Linda Tuhiwai Smith calls “decolonizing methodologies”—a way of reclaiming Indigenous knowledges by unsettling the colonial knowledge structures that are embedded within the research process by way of claiming, honouring, and revitalizing Indigenous theories and methodologies (8, 144). In the context of research with young women and girls with disabilities in the Global South, decolonial research is useful for resisting the hierarchy of knowledges embedded within Western theories and methods (Nguyen, “Girls” 64). Abstract: Drawing on the Transforming Disability Knowledge, Research, and Activism project, funded by the Social Sciences and Humanities Research Council of Canada (2016-2020), this article critically reflects on the project’s participatory research process that involved young women and girls with disabilities in the Global South. I discuss epistemological and methodological questions related to the deployment of decolonizing research methodologies in the Global South in relation to theoretical and methodological approaches for engaging girls with disabilities. I argue that a critical, reflexive, and decolonizing research approach that embodies knowledge from the Global South is essential for empowering these girls to express themselves through multiple forms of representation. Keywords: Global South; disability; girls; participatory research; decolonizing Whose Research Is It? Refection on Participatory Research with Women and Girls with Disabilities in the Global South —Xuan Thuy Nguyen