Sámi children's right to learn their language in Russia

Ekaterina Zmyvalova

ImageSandra Viklund

Ekaterina Zmyvalova says that what made her choose the subjects that her dissertation addresses is a profound concern for the right to language, particularly focusing on Sámi children's right to learn their language in school in Russia.

“My research delves into this right within the context of the Russian Sámi community. The Sámi in Russia are one of 47 legally recognized Indigenous peoples in the country. Historically, four Sámi languages were spoken in their territory in Russia. However, the current situation of these languages is alarming, with Kildin Sámi being the only one taught formally in primary schools”.

“The motivation behind my research stems from the critical need to understand and address the challenges faced by Sámi children in exercising their right to language education. By examining the connections between the right to language and the lived experiences of Sámi children in Russian schools, my research aimed to shed light on the necessary measures to effectively implement Indigenous language rights in educational settings in Russia. This research is vital for promoting and preserving the cultural and linguistic heritage of the Sámi people in Russia”.

The right to speak ones language

Ekaterina Zmyvalova continues to tell that when it comes to important findings of her research that it’s about Core Elements of the Right to Language:

“Through the analysis of international law, I identified five essential elements of the Right to Language —Legal recognition, Non-discrimination, Participation, Appropriate education, and High-quality education. While these elements are present in Russian law, their content differs significantly from international standards”.

Also Marginalized Language Education:

“My research reveals that the current extracurricular language activities for Sámi learners in Russia are marginalized. The legal framework of the Right to Language is not effectively utilized to enhance Sámi language education. Interview data shows that the community does not strongly advocate for improved Sámi language teaching in schools, as other local social issues are perceived as more pressing. The contents of the elements of the Right to Language are reduced in the interview data collected in the Sámi community”.

How would you like the result of your dissertation work to be taken further?

“I hope that my dissertation will play a significant role in supporting language revitalization efforts in the Russian Sámi community. Furthermore, by identifying the challenges in implementing the right to language for Indigenous peoples in Russia, my work aims to pave the way for improving the situation with the Sámi language teaching in Russia. Additionally, the legal analysis of the right to language for Indigenous peoples contributes to a deeper understanding of this fundamental right, which can inform policy and educational reforms”.

Ekaterina Zmyvalova ends by saying that her research is carried out during the time of global instability, including the COVID-19 pandemic and the war initiated by Russia in Ukraine, and other military conflicts.

“Some of these events affect Indigenous peoples, including their language rights. Furthermore, inside Russia, a social and political storm is emerging. This thesis appears to be located in the ‘eye of this storm’”.