That this distinction between practice and analysis is itself a form of identification for that thing we come to call the academy is certain (for we can indeed study the social practice of scholarship itself, no?), but I would argue that the result of these practices, the social formation that we call the academy, is comprised of interests different from those of the people whose lives its members describe. This difference cannot go unnoticed, however, all depending on the degree of affinity the scholar may feel for the lives of the people he or she may study. But we must never forget that defining and studying their culture is our culture, no matter how sympathetic or empathetic one aims to be in carrying out that role; for it is hardly a compliment to the people they may happen to study for scholars to fail to see that their own lives are rather different from living the lives of those others who have no benefit of the critical distance and time for reflection, reconsideration, writing, reading, and discussion that scholars may take for granted.
So, “native” isn’t a native term. That is, there is no “other” out there in the world without first an “us” to posit them. This is what I’ve seen in my study of American encounters with India during the nineteenth century. For American Protestants, the “Hindu” and “Hinduism” came into being through a process of categorizing everyone that wasn’t “American” or “Protestant.” So it was that the “heathen” in the late eighteenth century became a “Hindu” in 1893.