A number of disciplines have something to contribute to our understanding, and propagation of children’s rights. Literary studies (Bowlby, 1969; Todres and Higinbotham, 2016) and environmental studies (Hayward, 2013) are but two examples. I look here at sociology in the belief that it can be especially valuable to advocates of children’s rights. The academic discipline of the sociology of childhood, as part of childhood studies, should be seen not as a competitor, but as a fellow warrior in the battle to dismantle ‘childism’ (Young-Bruehl, 2012), and create a better world for children. Engagement through dialogue is called for. Hitherto, the initiative has been taken by childhood studies scholars, in particular Alanen (2010) and Mayall (2000, 2002) (see also Burman, 1995; Gallagher, 2008; Lenzer, 2002;