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In the field of childhood studies and child rights activism there is a strong commitment to supporting children's participation in public decision making. There are growing examples of this in practice across Europe. But it is rarely inclusive of marginalised children and can tend to focus on voice rather than action. This article, developed from a recent conference presentation, reflects on15 years of the author's practice and academic work. It suggests that fertile ground for deeper and strongly rooted examples of impactful and inclusive children's participation by picking apart existing participatory processes using a lense of citizenship, challenges, agency and time. This might enable us to dare to consistently name the risk that child participation can become an exercise in neoliberal citizenship, to steer practice towards more radical notions of participation as direct influence over resources (rather than voice) and to help ground calls for action in an understanding of the longterm patterns of inequality that many children are confronting.

This paper applies aspects of Bourdieu's conceptual toolkit related to capital, and analyses inter- and intra-generational relations of influence. Applying Bourdieu's concepts to examples of case studies from a children's parliament in Finland, and with reference to an adult resident forum, moments of continuity and disruption in the relatively stable patterns of distinction between children and adults emerge. Children in school councils (at times) are labourers for agendas set by teachers, but the children at the top of the structure's hierarchy can benefit from cultural capital and a functional capital that enables them to set agendas and direct the work of others. The political capital of the person presenting views from the participation sphere and the dominant symbolic capital of market logics appear to have a greater impact than generation on the influence participants achieve. Unquestioned acceptance of this differentiation suggests that new approaches to invited participation structures are needed. ; peerReviewed

Recent years have seen an increased epistemological and methodological interest within sociology in participatory research. Seen as one mode by which to upturn the apparent antagonism between 'town' and 'gown', and as a pragmatic way to render sociology more 'public', participatory research seems to offer resolutions to some of the field's more pressing recent concerns. It also appears to provide redress to continuing institutional pressure to establish 'impact' for our research. This article offers a close and theoretically informed examination of the assumptions and practices of youth participatory action research, or YPAR, in order to contribute to deepened disciplinary understandings of the possibilities and limits of participatory approaches. Framed by the reflexive sociology of Pierre Bourdieu, we draw upon cross-national conversations through which we have intentionally reflected on moments of ambivalence or discomfort in our own participatory research practice(s). We utilise these to engage critically with some recurring problems in YPAR, suggesting these also have relevance to sociological enquiry more broadly. Our collaborative process of mutual reflexivity, developed through walking and talking together, writing individually and then providing feedback and clarifications, has allowed us to deepen our understanding of the power dynamics at play in participatory sociological enquiry.

Refuges or shelters have been central to UK domestic violence service provision since the 1970s. In 2013, UK policy transformed teenagers into primary service users of domestic violence refuges. Digital technology is central to teenagers' lives but moving to a refuge can cause serious disruption in this respect.
The study was undertaken in 20 refuges in England. Repeat qualitative interviews with 20 young people aged 13–18 and single interviews with refuge staff explored teenagers' experiences of refuge life. Access to digital technology emerged as a central theme for this group of young people.
Teenagers described difficulties in accessing digital technology and the internet in refuges and this impacted on their education, support networks and leisure. Restrictions concerning online access in refuges were attributed to safety concerns and resource shortfalls. This study found that restrictions on internet access lacked consistency across refuges and were underpinned by protectionist attitudes towards teenagers. Refuges need to seek a balance between risk and protectionism and identify opportunities to use digital technologies to increase the safety and support available to teenagers.

La participación de los niños, niñas y adolescentes (NNA) en la toma de decisiones no es un lujo, es una medida de protección (Warrington y Larkins, 2019). NNA han demostrado repetidamente que ante situaciones de catástrofe, como terremotos, inundaciones o incendios, pueden hacer y, de hecho, hacen valiosísimas contribuciones para dar respuesta a los desastres y favorecer la reducción de los riesgos. Ante los desafíos planteados por las pandemia del covid-19, esta colaboración presenta las conclusiones de la primera fase (13-20 abril de 2020) de una encuesta online. Las personas informantes, 95 profesionales de 16 sectores diferentes, fueron contactados/as a través de redes de participación y derechos de la infancia en 20 países europeos, España entre ellos. Así mismo, se desarrolló una discusión online focalizada con personas expertas de 16 países europeos para verificar los datos recogidos y recabar información adicional. A partir de los enlaces proporcionados en las respuestas a los formularios, se tuvo acceso a otras fuentes generadas directamente por NNA. Los datos recogidos presentan evidencias sobre las prácticas y las experiencias de NNA así como sobre el impacto y la configuración de las respuestas ante la pandemia Covid-19 y la participación de NNA en ellas en 20 países europeos.

The focus of this paper is on the complex and sometimes contradictory effects of generating films with and about young people who have experienced homelessness, through participatory research. Drawing on two projects – one in Ottawa, Canada, and the other in Manchester, UK – we scrutinise two key aspects of participatory research projects that use film: first, how to appropriately communicate the complexity of already-stigmatised lives to different publics, and second, which publics we prioritise, and how this shapes the stories that are told. Through a theoretical framework that combines Pierre Bourdieu's account of authorised language with Arthur Frank's socio-narratology, we analyse the potential for generating justice versus reproducing symbolic violence through participatory research and film with homeless young people. In particular, we scrutinise the distinct role played by what we are calling first, second and third publics – each with their own level of distance and relationship to the participatory research process.

This study explores the experiences of the black children and young men that attended a Youth Offending Team (YOT) in Liverpool, a city in the North of England, UK. It focuses on the perspectives of both the YOT practitioners and the black children/young men as they develop working relationships with each other. Through this two-way prism the back children/young men reflect on what is important to them before and after they enter the criminal justice system. Likewise, the YOT practitioners provide their understanding of the key issues in the young people's lives—in particular, how the black children/young men made sense of their lives in Liverpool with a particular identity with place, space, class and race. A genealogy of race/class prism, along with an intersectional and appreciative inquiry methodology, was employed that encouraged the youth justice workers and young black men to explore the strengths and realities of their lives. Focus groups were undertaken with seven YOT practitioners and managers, along with semi-structured interviews with five black children/young men. The methodology focused on points of intersection of power, difference and identity. Findings that emerged from the participants included the experience of racism within the criminal justice system, the community and the wider city, along with the importance of education, employment and relations with the young people's family. A core theme was an identity of black children/young men from a specific region. This intersection was as Scousers, black boys/young men, the contestation over space and their negotiated identity regarding race. The ambivalence and (un)certainty that these identities evoked provide possibilities for youth justice practitioners engaging with young black men involved in serious and repeat offending.

Working in a participatory research project with young people who are disabled, care-experienced or otherwise disadvantaged, collaborative fiction writing was a core method of hearing and amplifying their voices. We discuss how meanings were made in this iterative process of capturing resonances in the different stages of the research, resulting in the creation of stories filtered through many different participants. Through individual and joint reflections on the complex processes of constructing the 48 short stories, we demonstrate how collective storytelling can address criticisms of fictional research outputs as (in)valid social science, and argue instead that the resulting stories can be considered rigorous and faithful research findings. We suggest that these research outputs preserve and proliferate the meanings of marginalised young people, and challenge the absence or distortion of existing narratives about their lives as experienced by themselves.

Research about children and young people''s participation and involvement in research is an emerging area of academic inquiry. Based on the themes of participation, citizenship and intergenerational relations, this edited collection draws on the latest research in this area, and includes chapters co-authored with children and young people