In November 2009, on Universal Children’s Day, a group of Inari Saami teachers, parents and children travelled to the capital to meet Finnish politicians including President Halonen. The purpose was to campaign for more school books in Inari Saami language. An official complaint about the situation was presented to the Non-Discrimination Ombudsman. The situation has gradually improved since but there is still a severe lack of culturally appropriate learning materials for Inari Saami speaking children.
Anarâškielâ Servi ry (Inari Saami Language Association) was established in 1986 by Veikko Aikio, Ilmari Mattus and Matti Morottaja. The Inari Saami language nest was later established because there was a genuine concern the Inari Saami language might disappear and be lost forever. At first learning materials for Inari Saami speaking children were so scarce, the language nest staff had to translate books from different cultures by glueing the new text on books to cover the original story. One might wonder why Northern Saami books were not used as there was already a decent selection of children’s literature available. For an outsider it may be hard to understand that these are two different although closely related languages. The idea would be similar to suggesting to Estonians to start learning Finnish, a bigger language, instead of their own language.
There are more books and materials to choose from in Northern Saami because there are approximately 30,000 Northern Saami speakers. It is the majority Saami language spoken in Finland but also a language spoken in Norway and Sweden, so resources are not limited to Finland alone. There are still only approximately 450 Inari Saami speakers, along with Skolt Saami, it’s still a minority’s minority language amongst Saami speaking people. All three languages are represented in the local school in Inari. I wanted to help with making learning materials for Inari Saami children because my children attended the language nest. The language nest is a total immersion language nursery, where the core work for language revitalisation is done. Below is a link to a documentary telling about the language nest and the language revitalisation work of Anarâškielâ Servi ry. After leaving the language nest the children usually progress to the Piäju, similar to the language nest but for older preschool children. From there the children can progress to school, where they can continue their education in Inari Saami language. As more children progress from the language nest, the number of Inari Saami speaking people has increased since the making of this video: Reborn (YouTube).
I have been cooperating with Anarâškielâ Servi ry to publish bilingual Inari Saami/English children’s books to help the learning materials situation. I write the stories in English, illustrate the books and then they are translated into Inari Saami by Petter Morottaja, the son of one of the main people in the revitalisation work here in Inari. My wife is also Inari Saami and a folklorist, so she is able to help me with the stories. First of all I wrote and illustrated a book for older children called “The Forgetful Squirrel” and was then asked to make books for younger children. The main character of the original book, an Inari Saami boy called Sammeli, was the inspiration for the series of books which tell of him and his adventures in the “Eight Seasons of Lapland”. The books are in Inari Saami to provide much needed materials for the children learning Inari Saami in the language nests and local school. This way there are culturally appropriate learning materials for Inari Saami speaking children, that also offer them the opportunity to learn English. Tourists who speak English can purchase the books from Sámi Duodji, Siida museum, Hotel Kultahovi in Inari and other places including Arktikum in Rovaniemi and online from Anarâškielâ servi ry.
This way they can learn about the local language and culture, and the revenue can help to fund further books and learning materials for the future.
When I was asked to write this blog, I read about the philosophy behind
Culture for All and was proud to contribute to something so worthwhile. I thought about a seminar for the project “Toward a More Inclusive and Comprehensive Finnish Literature” I was invited to attend, hosted by the Finnish Literature Society (SKS). The seminar led to an anthology “Opening Boundaries: Toward Finnish Heterolinational Literatures”, in which I was very happy to be included. It’s wonderful that there is a concerted effort being made to foster and promote the inclusion of immigrants in Finland and to celebrate their contribution to Finnish society. People have different talents, whether they are writers or artists or make a positive contribution to the wealth of the country in some other way. Similarly Finnish people living in other countries can take their ideology and talents with them to a new country, where they have the chance to make a positive contribution to their new environment, whilst sharing and promoting knowledge of their home country. In the acknowledgements, editor Mehdi Ghasemi wrote “Without their invaluable support, the implementation of the project and the publication of this book would not have been possible.”
There is an African proverb “It takes a village to raise a child.” Without the persistence and endeavour of countless people working for Anarâškielâ Servi ry in the language nest or Piäju, school teachers or kind people providing grants for Inari Saami literature, there would be even less learning opportunities than presently. Chances are the Inari Saami language would have disappeared like other forgotten Saami languages. Even if you just took the time to read this blog, you made a contribution. One more person understands the need for Inari Saami speaking children to have learning materials in their own language.
Lonottâllâm – Sharing, Autumn story (PDF)
The children, who have attended the language nest, Piäju and school in their own language, have now started to make their own contribution to Inari Saami culture. Some have written articles for the digital magazine Loostâš, Wikipedia articles and translated books from other languages into Inari Saami to increase the volume of literature available. Reading about different cultures is a very good way to learn and increase understanding and appreciation of those cultures. If Finnish people had an opportunity to read Inari Saami literature in Finnish, they would have a chance to learn about a language and culture indigenous to Finland, adding to the collective wealth of the country. In the same way that Finnish literature and books from writers of other countries have added to the wealth of Inari Saami literature, Inari Saami children should have the chance to see themselves represented in Finnish culture and shown in a positive light. Usually Saami children only see themselves in adverts encouraging tourism to Lapland. They grow up seeing Saami people shown often unfairly and inaccurately, sometimes even disparagingly, on postcards or comedy programmes from which negative stereotypes can endure for decades.
There is still a chronic shortage of culturally appropriate learning materials for Inari Saami speaking children, and funding for Anaraskiela Servi ry is a constant struggle. If bilingual Finnish/Inari Saami literature was included in the school curriculum, there would be sufficient funding for books, and both Finnish and Inari Saami children would benefit.
The UN Convention on the Rights of the Child covers essential rights regarding social welfare including political, social, economic and cultural rights. It states that children should have the right to develop to the fullest. Inari Saami speaking children should have the right to learning materials in their own language in their indigenous country, and Finland should give them this opportunity.
A quote from American philosopher William James says: “Act as if what you do makes a difference. It does.” It’s very easy though to lose motivation when you don’t feel valued or appreciated. We are all to some extent products of our environment, and when Inari Saami speaking children aren’t represented and made to feel they matter, they are at an immediate disadvantage and consequently may not accomplish their potential.
Finland is often applauded for having one of the most progressive education systems in the world. Supporting Inari Saami language revitalisation and the indigenous children of its country, would give Inari Saami children a voice and a chance to add to the narrative of Finland.
Author
Lee D Rodgers
Lee Rodgers is originally from Manchester, where he worked as an artist before attending university in Manchester and Helsinki. He lives in Inari with his Inari Saami wife and family. He has been cooperating with Anarâškielâ Servi ry, The Inari Saami Language Association to help with Inari Saami language revitalisation. Lee Rodgers has written a series of bilingual Inari Saami/English books based on the adventures of a young Inari Saami boy called Sammeli in the “8 Seasons of Lapland”. For more information please contact rodgerslee9@gmail.com or www.anaraskielaservi.fi.
Kirjoittajat Eeva Pilviö ja Riitta Hämäläinen työskentelevät Monikielisen kirjaston informaatikkoina Helsingin kaupunginkirjastossa. Monikielinen kirjasto on opetus-ja kulttuuriministeriön rahoittama palvelu.
Rita Paqvalén is the Executive Director of
Sofiya Zahova is a postdoc researcher at the Vigdís Finnbogadóttir Institute of Foreign Language, School of Humanities, University of Iceland where she works on the project Romane Lila. The entangled history of Romani identity politics and Romani publications (funded by the Icelandic Research Fund – RANNIS). Her main interests are in the field of Romani Studies, History and Ethnography of the Balkans and Eastern Europe. She is author of the books Montenegro after Yugoslavia: Dynamics of Identities (2013, in Bulgarian), History of Romani Literature with Multimedia on Romani Kids´ Publications” (2014) and of the UNICEF-commissioned report Research on the Social Norms which Prevent Roma Girls from Access to Education (2016, in Bulgarian and English).
Mehdi Ghasemi received his PhD in English Literature from the University of Turku, and now he is a postdoctoral researcher at the Finnish Literature Society, the University of Tampere and the University of Turku. He has already published five scholarly books and thirteen papers in peer-reviewed scholarly journals with three more papers in the pipeline. He is also a fiction writer, writing his works in the hybrid genre of noveramatry (a combination of novel, drama and poetry all in one line). He has already published three fiction books, including Flight to Finland: A Noveramatry, How I Became a W Finn: A Noveramatry and Finnish Russian Border Blurred: A Noveramatry, with the fourth forthcoming one, A Farewell to the Earth and Kepler-438b.
(Tip: if you have problems with entering the 2014 platform, you can pass the username and password request with any word)
Husein Muhammed is a lawyer, translator and journalist, who has worked in many institutions related to migration, refugees and human rights. Currently he also works as an editor of the Kurdish dictionary at The Finnish Institute for the Languages of Finland (Kotus) and with a report about Nordic-Kurdish literature for Culture for All / Norden2020. He has written a book Yhtä erilaiset – islam ja suomalainen kulttuuri (Teos 2011) about islam and Finnish culture and many articles and columns to different newspapers and magazines.
Kasvatusalan ammattilaisille ja lasten vanhemmille suunnatussa tapahtumassa pääkaupunkiseudun eri toimijat esittelevät tuoreimpia materiaaleja, metodeja ja projekteja. 
Multilingual Month 