Abstract When trying to understand why children's rights are being violated, legal pluralism has been used as a theoretical framework for the empirical study of children's rights by relatively few researchers. In most of these cases, it is unclear why a certain social phenomenon is categorized as “law,” and research on smaller legal orders related to children, such as the school and the household, is lacking. My hypothesis is that for children, law is mostly what their parents or their teachers tell them. Therefore, this law, that we find when looking at law through children's eyes, has to be recognized as part of a complete picture of law influencing the protection and/or violation of children's rights. In the current article, I present an alternative legal pluralist theoretical and methodological framework for the research of children's rights. To go beyond mere theory, I will show how I applied the theory to a case study on the child's right to education in the Central African Republic (CAR) and present its results.

中文翻译：

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儿童权利法律多元化研究的新模式，以中非共和国儿童受教育权的案例研究为例

摘要 在试图理解为何儿童权利受到侵犯时，相对较少的研究人员将法律多元化作为儿童权利实证研究的理论框架。在大多数情况下，不清楚为什么某种社会现象被归类为“法律”，并且缺乏对学校和家庭等与儿童相关的较小法律秩序的研究。我的假设是，对于孩子们来说，法律主要是他们的父母或老师告诉他们的。因此，当我们通过儿童的眼光看待法律时，我们发现该法律必须被视为影响保护和/或侵犯儿童权利的法律完整图景的一部分。在当前的文章中，我提出了一个可供选择的法律多元化理论和方法论框架，用于研究儿童权利。为了超越单纯的理论，我将展示我如何将理论应用于中非共和国 (CAR) 儿童受教育权的案例研究，并展示其结果。