Epistemic power dynamics in participatory research with adolescents

Purpose This paper aims to use the lens of epistemic justice (i.e. the fairness in who is recognised as a credible and legitimate knower) to critically examine power dynamics emerging in participatory research, challenging assumptions of equal power, shared benefits and full participation. Design/methodology/approach This paper develops insights from an empirical project on value in the lived experience of wearable diabetes technology (WDT) for adolescents with type 1 diabetes. This study comprised two participatory stages with adolescents aged 10–19. An advisory phase involving online consultations with eight research advisers informed the main study with 20 participants, consisting of 14 online interviews and 6 written diaries. Findings Participatory research holds potential for epistemic justice but does not guarantee it. In practice, power dynamics act as barriers to equitable knowledge creation and may reinforce injustice. Power is exercised in interaction with people, organisations and institutions (relational), environments and resources (situated), as well as in relation to rigid research timeframes and historical factors (temporal). These dynamics intersect, increasing the complexity of participatory research and shaping how epistemic justice can be achieved. Originality/value This paper contributes to epistemic justice discussions in marketing. It augments conceptual debates on power in participatory research by consolidating challenges to epistemic justice under three dimensions where power circulates: relational, situated and temporal, for an integrated perspective to epistemic power dynamics in participatory research. It provides a set of reflective questions to support critical awareness and iterative reflection for researchers to identify and respond to power dynamics, promoting equitable participation and epistemic justice.