This paper thinks through and synthesises different perspectives across researchers and researched subjects that have to be ethically bridged in ongoing research on higher education internationalisation(s). It engages post-colonial and diversal perspective to ‘trouble’ research on internationalization and proposes that questions of inter and transdisciplinarity are central to the methodological debate. Interdisciplinarity can be understood in two ways: horizontally in terms of academic disciplines, and vertically as policy and practices spanning different domains of higher education activity, including policymaking, administration, curriculum, pedagogy, civic engagement, advocacy and activism, support and care. Inter-disciplinarity must address a range of academic practices and ‘economies’ (Khoo, 2016), with different, often contradictory, expressions and interplays of dominating, subordinated and resistant identities. Transdisciplinarity is conative; it integrates in order to strive towards transformation, indicating a desire to go beyond critical ‘troubling’ in order to attain mutual intelligibility, and to advance possible progressive interpretations and intentions for ‘internationalized higher education’.This articles explores research methodology and pedagogical research as an open-ended and inviting ground for incubating research discussions about higher education internationalization(s) capable of integrating deeper questions about epistemology and ethics. It brings sociolinguistic and pedagogical perspectives on translanguaging to bear on the problem of intelligibility-across-diversality. Translanguaging practices ‘use different features that had previously moved independently constrained by different histories, but that now are experienced against each other in speakers’ interactions as one new whole’. (Garcia & Wei, 2014, p. 21). The paper convenes perspectives from a sociologist, a higher education administrator and researcher, an applied linguist, an educationalist and a non-formal youth educator to find ways to ethically work through research, teaching and learning relationships that are unavoidably permeated with power and difference. Our aim is to cultivate forms of interdisciplinarity and transdisciplinarity with particular commitments to diversality, ethical knowledge relationships and social justice.