The article explores the concept of adult-child domination, developed by Tal Piterbraut-Merx, which refers to the socially constructed power of adults over children. This power is exercised through institutions such as the family, school, and the justice system, which limit children's autonomy. The history of education thus reveals a view of children as beings to be trained rather than as social actors. Recent research (#MeToo, denunciation of violence, youth mobilization) challenges these hierarchies. This perspective invites us to reconsider the history of education through the prism of power relations and sheds light on sexist and sexual violence in educational contexts. In this regard, this article posits that this perspective offers the possibility of revisiting or even reversing the perspective on certain topics in the history of education, particularly those concerning sexist and sexual violence against children in educational contexts. It also seeks to recognize the concept of adult-child domination as a critical tool that allows for a different analysis of history, taking greater account of children's voices, experiences, and capacity for action.