A critical review of children in rural Latin America: toward meaningful engagement in complex research contexts

Abstract

Participatory research with children has expanded globally; however, existing reviews predominantly focus on Western and urban contexts, offering limited insight into rural Latin American settings. A critical literature review was conducted to examine participatory research with children and adolescents in rural Latin America between 2018 and 2025, focusing on the reported sociodemographic characteristics, research phases and degree of children's participation. Sixteen empirical studies met the inclusion criteria. Findings indicate that while participatory methods are widely used, decision-making authority remains concentrated in adults during early stages, with children's involvement often limited to implementation and dissemination. The analysis reveals that the redistribution of power operates across three interrelated levels: (1) structural-methodological conditions, characterized by institutional and territorial pre-structuring and the invisibility of sociodemographic interactions; (2) relational-community dynamics, involving community hierarchies, cultural norms, and institutional actors; and (3) experiential-child engagement, where shifting roles reflect the varying degrees of agency children exercise throughout the process. Addressing these levels in an integrated manner is critical, as it is through their alignment that the redistribution of power can move beyond procedural inclusion toward more meaningful forms of participation. In this sense, meaningful participation requires a transition in which children are able to recognize themselves as active social agents and meaning-makers who can influence and shape the trajectory of research. Building on this, the study argues that such involvement depends not only on redistributing power but on employing analytical frameworks that resonate with children's lived realities and their diverse social positions within rural territories.