This chapter examines Restorative Reflexivity, where researchers deliberately acknowledge how they are active participants in knowledge creation as they seek to promote greater social justice. The approach involves critically examining power relations, addressing epistemic injustice, and amplifying marginalised voices through research processes that challenge oppressive structures and emphasise collaboration. Theoretical foundations that underpin this approach include anti-oppressive research, standpoint theory, and epistemic justice. The chapter explores how researchers from marginalised and dominant positions can engage in Restorative Reflexivity, while emphasising the importance of critically articulating relational positioning. Methodological approaches discussed include participatory action research, collaborative autoethnography, arts-based research, and constructivist grounded theory, all designed to democratise research processes and centre participants as co-researchers. The chapter addresses complex challenges surrounding data ownership, language choices, insider-outsider status, and representation. Special attention is given to epistemic injustice in research with people with disabilities, children, and minoritised communities. Trustworthiness in a study employing Restorative Reflexivity entails demonstrating how a study has lived up to its social justice commitments.