Exploring the Interplay Between the Law and Lived Experiences: A Case of Weak Realization of the Right to Sámi Language in School in Russia

This study examines how social agents involved in S & aacute;mi education in Russia view and experience the Right to Language (RtL). Our interview analysis reveals that the component elements of the RtL are rarely recognized and are seldom regarded as relevant for language revival in the Russian S & aacute;mi school context. The perceived limited connection between the law and language revitalization appears to correlate with the experiences of weak implementation of this right. Furthermore, our investigation reveals that participants' views on the RtL vary depending on their roles in the educational system, with social context significantly shaping their understandings of this right. The results of our local investigation have broader implications for minority and Indigenous language rights extending beyond the Russian school context. They reveal a significant reduction and erasure of the content of the RtL in state law as compared to international law, and when we consider the everyday life and social context of an ethnic minority. This paper offers a unique and detailed description of the methodological steps required to identify legal and sociological hindrances and prerequisites for Indigenous language rights development in a country like Russia, and elsewhere. It also underlines the importance of viewing the law in connection with everyday life.