Reconfiguring Power in Research with Children and Adolescents: A Review of the Scientific Literature

Abstract

This article examines the landscape of co-investigation with children and adolescents, focusing on how their participation is distributed across the various stages of the research process. It offers a review of the scientific literature to identify and analyse the extent of Children and Adolescents involvement, highlighting the persistent power asymmetries that continue to constrain their substantive participation. Although many studies recognise children as social actors capable of contributing meaningfully to social research, their involvement is frequently confined to specific phases, most commonly data collection. However, exemplary cases demonstrate that meaningful and sustained participation is achievable when appropriate epistemological, ethical, and methodological conditions are in place. The findings help to consolidate the theoretical and methodological foundations required for a more equitable and intergenerational production of knowledge in research involving children and adolescents.