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The paper suggests that phenomenology, the anthropology of the senses and of embodiment, performance theory and multi-modal pedagogies offer a rich set of theoretical ideas with which to consider children’s expressive repertoires as overlooked forms of social participation and critique. Four case studies in relation to children’s photography, dramatic improvisation, art-making and radio programming are explored as instances of meaningful participation and as forms of research. These “impassioned” forms of expression are contrasted with child participation as invitation to “speak” within the public sphere in ways that are limited and perhaps limiting. The paper therefore questions assumptions around accessing children’s “voices”.