Problematizing Child-Led Participatory Research in Refugee Contexts: Reflections From a Photovoice Study in Uganda

This article critically examines the methodological and epistemological tensions of conducting child-led participatory research with young refugee and host-community children through a photovoice study in northern Uganda. Although photovoice is widely regarded as a participatory and child-friendly method, findings reveal persistent challenges in operationalizing genuine participation in a context shaped by adult authority, institutional constraints, and socio-cultural norms. Drawing on reflections from the research team and analysis of field interactions, this article exposes key tensions related to adult control over the research process, cross-cultural interpretations of “voice,” and the epistemological assumptions embedded in participatory visual methods—particularly those rooted in white, Minority World ideals of childhood, autonomy, and expression. Analysis showcases how despite the empowering promise of photovoice, it has the potential to reinforce—rather than disrupt—existing power hierarchies unless reimagined through deep reflexivity and cultural responsiveness. This article contributes to qualitative methods literature by interrogating the portability of child-led research models and calling for a shift from universalizing participatory frameworks to more situated, relational, and pluralistic approaches in research with children in displacement contexts and other precarious circumstances.