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The article discusses the significance of children's rights in the development of their experiences. It was believed that rights were regarded as instruments in overcoming power and insubordination. It was also implied that local governments, village groups, international and non-government organizations used these rights in support of their claims. The description and analysis of their experiences were accounted from anthropological research. It was also assumed that children were passive recipients of universal rights associated with western development.

The article discusses anthropological approaches to the study of education. He suggested that the most promising approach would be the study of individually oriented networks coupled with lengthy fieldwork, microethnographic methodology, interviews and time sampling. In his conclusion, he explained that whatever methods are used in the future, it is important to correct certain biases which seem to characterize the field at present. In closing the author calls for more empirical discussion of methods and methodology in educational anthropolopy.