ABSTRACT
This chapter looks at the context for power issues in children's participation through the lens of gender and generation and conceptual dimensions. It focuses on aspects of power in participatory research and evaluation with children, and some issues and problems of accountability are drawn out in the politics of evidence, and attitudes towards children's perspectives and knowledge generated by children. The key issues explored in the chapter focuses on power dynamics in participatory processes and their connections to local social structures, and the politics of evidence in children's participatory research and evaluation. All of which have resonance beyond local settings and point to the subservient structural location of children's voice and the need to go beyond this to effect change beneficial to children and their family and community, and which has long term and beneficial impact on services. The social and individual power structure of relationships between children and adults affects children's participation in research and evaluation.
