Ontological and epistemological differences between Western and non-Western traditions makes investigating and understanding other cultures using stereotypical (Western) approaches and methods rather difficult. At the intersection of a crisis of identity, epistemic positionality and cultural adequacy, this paper reflects on the ethical and methodological implications of the practices of HCI4D fieldwork that seek to decode and deconstruct the mundane practices of designing and deploying educational technologies in Nigeria. The reflection identifies a range of issues concerning the limiting relevance of conventional methods of undertaking field studies in Africa, while also showing the appropriateness of indigenous approaches. This has significant importance for the practices of those wishing to work in/with African communities in design projects.