Attend a conference of music educational researchers and you will have entered a field of enquiry concerned to understand and explain the issues and problems identified by those who move within the field of enquiry. The inhabitants of this realm sometimes speak of young people, sometimes reveal the ways in which they have consulted them, probed their ways of seeing and allowed their voice to speak. In rare circumstances the researcher may have negotiated a relationship involving a shared interest enabling the young person to work alongside them as co-enquirer. However, in general, social enquiry has been slow to move from treating young people as objects of enquiry to co-enquirer. The researcher will be speaking from a position of power with the authority to make legitimate some knowledge and not other. It is the adult researcher who poses the questions and presents the problems and who works in response to data and findings that accrue from the efforts of other adult researchers. Beyond this the adult researcher engages in research activities with a particular view of childhood, with a construct of how children are and in what ways they can inform an adult world. While childhood is of course a contested concept, it is suggested that the notion of child as dependent remains the most enduring and durable.