Journal on Ethnopolitics and Minority Issues in Europe
The Journal on Ethnopolitics and Minority Issues in Europe (JEMIE) is a peer-reviewed, open access, fully online journal published by the European Centre for Minority Issues. JEMIE provides a space for original research exploring minority-majority relations in in an interdisciplinary manner, drawing on political science, sociology, anthropology, international relations, history, social psychology and cultural studies. JEMIE welcomes contributions on topics such as minority rights, political and socio-economic participation, good governance, diversity management, racial and ethnic inequalities, democratization, and interethnic conflict.
Minority Language Media. Current Challenges in a Fragmented Mediascape
Minority Language Media. Current Challenges in a Fragmented Mediascape edited by Miren Manias-Muñoz, Sergiusz Bober, and Craig Willis Palgrave Macmillan, 2025 ISBN 978-3-031-71227-2 (hardback) ISBN 978-3-031-71230-2 (paperback) ISBN 978-3-031-71228-9 (eBook)
Copyright (c) 2026 Erin McNulty https://creativecommons.org/licenses/by/4.0
Documentary Filmmaking and Multilingualism – A Dialogue on Practice: Interview with Dr Alastair Cole, Senior Lecturer in Film Practice, Newcastle University, UK
This interview explores Alastair Cole’s multilingual documentary filmmaking as a research practice that contributes to minority language rights, revitalisation, and ethnopolitical visibility. It argues that documentary cinema offers unique insights into linguistic hierarchies, code-switching, and the lived effects of language policy. Case studies such as Colours of the Alphabet and Iorram demonstrate how film engages with colonial legacies, educational systems, and cultural preservation. The article also highlights emerging digital environments – VOD platforms, social media video, and generative AI – that expand access to multilingual subtitling and circulation, while raising ethical questions around representation and translation. It concludes that documentary cinema can function as both research method and advocacy tool, supporting minority language communities and informing policy discourse.
Copyright (c) 2026 Dafydd Sills-Jones https://creativecommons.org/licenses/by/4.0
Addressing Linguistic and Territorial Aspects of National Identity Through Short Documentaries: The Case of The German Minority in Upper Silesia
The article is focused on the intersection of documentary filmmaking and minority identities, specifically addressing the case of the German minority in Upper Silesia (Poland). The scientific goal is to analyse how the multilayered national identity of members of that group is discussed in the short documentaries broadcast within the television programme “Schlesien Journal”. This is addressed through two detailed angles concerning language and geographical space, as both are related to the key identity features characterising that group. Based on a mixed-method approach consisting of semi-structured in-depth interviews and audiovisual content analysis, the article argues that, in relation to language, German is clearly prioritised in the short documentaries as a central identity marker, despite the minority’s plurilingual profile characterised by the strong parallel presence of Silesian and Polish. Territory-wise, the local embeddedness is highlighted alongside the global connections of the region, thus suggesting a more cosmopolitan identity profile.
Copyright (c) 2026 Sergiusz Bober https://creativecommons.org/licenses/by/4.0
Documentary as Dictionary, Documentary as Classroom: Preserving Kurdish Languages and Reclaiming Kurdish Worlds through Film
This article examines how documentary film preserves, and reclaims Kurdish languages in Turkey within a sociopolitical context defined by linguistic suppression and subtractive educational practices. Drawing on Stanley Cavell’s (1976) insight that language constitutes a world, the paper frames the repression of Kurdish as an attempt to regulate and fragment lived Kurdish worlds, exploring how documentary cinema exposes and intervenes in this process. Through a close analysis of Veli Kahraman’s Where Is My Mother Tongue? (2012) and classroom-centred documentaries like Orhan Eskiköy and Özgür Doğan’s On the Way to School (2008) and Emine Emel Balcı’s Ich Liebe Dich (2012), the article develops two interconnected frameworks: documentary as dictionary and documentary as classroom. In the former, film operates as an audiovisual lexicon that reattaches Zazaki words to lived experience, “bringing the world to the dictionary” and reinstating a suppressed linguistic presence within the public sphere. In the latter, documentary renders visible the long-term effects of linguistic deterritorialization and subtractive education, tracing what Coşkun, Derince, and Uçarlar (2012) describe as the “scar of tongue.” Engaging with Walter Mignolo’s (2009) concept of epistemic disobedience, the article argues that Kurdish documentary practices in question enact a decolonial epistemic reconstitution. By reinserting marginalized linguistic worlds into audiovisual forms, these documentaries confront hegemonic invisibilisation and affirm Kurdish languages as dynamic sites of struggle, of love, and active world-making.
Copyright (c) 2026 Özgür Çiçek https://creativecommons.org/licenses/by/4.0
Crafting Poetic Imagery: The Role of Dialect in Documentary Filmmaking through a Chinese Lens
This article examines how Zhuji dialect operates as a generative aesthetic system within contemporary documentary filmmaking through a Chinese cinematic lens. Focusing on the short documentary Little Potato, the paper argues that dialect functions beyond spoken communication or regional realism, becoming a poetic mechanism that shapes cinematic rhythm, imagery, memory, and emotional atmosphere. Through tone, cadence, fragmentation, and oral texture, Zhuji dialect actively informs the film’s audiovisual language and contributes to the construction of poetic imagery. Drawing from practice-led research, the article reflects on the relationship between dialect, domestic space, and observational filmmaking. The study briefly engages with the Xiang system in Chinese aesthetics, where sensory images and symbolic associations generate emotional and philosophical meaning beyond literal representation. Within this framework, Zhuji dialect functions as an embodied cultural image that evokes memory, intimacy, and temporality.
Copyright (c) 2026 Chen Chen https://creativecommons.org/licenses/by/4.0
The Galician Correspondencia Film: A Documentary Subgenre and an Early Form of Communicative Travel
The 1896 arrival of the cinematograph in Galicia (northwest Spain) coincided with a period of massive economic migration to the Americas (1850s–1950s) and also with the nationalist awakening, which aimed to recover a language and a culture subjugated for centuries. In the 1910s, film pioneer José Gil created a subgenre called cine de correspondencia (“epistolary cinema”): documentaries showing the landscape and celebrations, exported to the Americas as visual letters with the specific purpose of communicating with the Galician diaspora. I propose an interdisciplinary methodology to study the correspondencia documentary, regarding it both as a cinematic expression and an early form of communicative travel (Urry, 2007). I evaluate the use of the Galician language in this subgenre and its impact on the sense of belonging in the migrant community. Finally, I establish a parallel between José Gil’s correspondencia documentaries and the modern expressions of this subgenre, produced within the Novo Cinema Galego movement.
Copyright (c) 2026 María Seijo-Richart https://creativecommons.org/licenses/by/4.0
Minority Languages and Documentary Media: Representation, Translation and Power
Copyright (c) 2026 Dafydd Sills-Jones, Elin Haf Gruffudd Jones https://creativecommons.org/licenses/by/4.0
From Nowhere to Somewhere: The Carpatho-Rusyn Movement. A Personal History By Paul Robert Magocsi Ibidem-Verlag, 2024 ISBN 978-3-8382-1973-8 (hardback) ISBN 978-3-8382-7973-2 (eBook)
Copyright (c) 2026 Antony Hoyte-West https://creativecommons.org/licenses/by/4.0
This paper explores linkage between resistance, empowerment, and social change among ethnic minorities (EM). EM resistance, whether individual or collective, fosters a sense of agency and awareness of rights (both to resources and civic participation), driving social change. However, its effectiveness is limited by political systems and geopolitical factors which influence conditions for EM activism. Focusing on EM in Bulgaria, Slovakia, Lithuania, and Estonia, this study examines how resistance and empowerment can challenge power structures and lead to meaningful societal transformation. Ultimately, it questions the potential of EM resistance on four levels – micro, mezzo, macro, and international – to consolidate communities and improve their social and political standing.
Copyright (c) 2026 Aleksandra Kuczyńska-Zonik, Szczepan Czarnecki, Łukasz Kwadrans, Marianna Makarova, Aneta Bąk-Pitucha https://creativecommons.org/licenses/by/4.0
British South Asians can be thought of as belonging to honour cultures in which the group’s social image and reputation are central to its identity. Data from 304 British South Asians show that perceived parental pressure to maintain cultural honour was associated with higher depression and anxiety and with lower life satisfaction but that psychological resilience (the ability to “bounce back”) and identity resilience (higher combined levels of self-esteem, self-efficacy, continuity, and positive distinctiveness) had some protective effects for different dimensions of mental health. Interventions to enhance mental health in British South Asians should focus on building psychological resilience and identity resilience, especially in the face of pressures associated with cultural honour.
Copyright (c) 2026 Rusi Jaspal, Razina Ferozali https://creativecommons.org/licenses/by/4.0
Interethnic Interactions and Group Boundaries
The article explores relations between Ukrainians and the local Russian-speaking community in Estonia in the context of the full-scale invasion of Ukraine. The Ukrainian community has significantly expanded in Estonia since 2022 which led to new dynamics in interethnic relations with the local Russian-speaking community, as the two groups share social spaces where they interact daily. These brings challenges as sometimes interactions are marked by ideological tensions related to different perspectives on the war and related political factors. As well as discrimination and symbolic acts of violence, which has been a characteristic of a so-called conflict transportation. The article shifts the focus from titular group-minority studies and offers an analysis of in-minority relations, which affects Estonia’s local socio-political dynamics.
Copyright (c) 2026 Nino Chanadiri https://creativecommons.org/licenses/by/4.0
This paper examines translation into the severely endangered Karelian language from the viewpoint of vocabulary work as language revitalisation, through a comparative analysis of Lewis Carroll’s Alice’s Adventures in Wonderland and its Karelian translation. The novel was searched for likely lexical gaps, or words previously missing from Karelian. These words and their translations were examined to analyse the revitalising potential of translating into an endangered language. The analysis reveals that lexical gaps have often been bridged with a neologism, and that, in addition to the source language, the translator has utilised Finnish and Russian. The analysis exemplifies how translations can symbolically empower a language and introduce words to it, highlighting translators’ agency in shaping linguistic norms and sustaining endangered languages.
Copyright (c) 2026 Niko Tynnyrinen https://creativecommons.org/licenses/by/4.0
Religious minorities are increasingly present in all European urban spaces and their demands and needs must be accommodated also at the local level to make freedom of religion effective. However, local institutions, although being the closest to citizens, often lack the powers or the means to give a positive response to the increasing religious diversity of their populations. This makes necessary to consider and enhance local entities as active institutions in promoting and protecting cultural diversity, also in the religious domain. Municipalities for Tolerance is a Spanish policy programme designed to support local governments in managing religious diversity. The programme has started its implementation in several municipalities, offering the city councils additional tools for a positive and inclusive policy regarding religious minorities. Eventually, this initiative could also be exported for the benefit of local institutions and religious minorities in other European countries.
Copyright (c) 2026 Eduardo Ruiz-Vieytez https://creativecommons.org/licenses/by/4.0
Launched in 2012 and legally concluded in 2025, the Minority SafePack Initiative (MSPI) constitutes a significant exercise of participatory democracy in the European Union. It mobilised more than one million supporters across the EU and successfully placed the protection of national and linguistic minorities on the EU agenda. Despite this broad mobilisation, the European Commission rejected the initiative in 2021, declining to propose legislative action. This article examines two key stages of the MSPI’s trajectory: the Commission’s substantive decision to reject the initiative and the subsequent legal challenge brought by its organisers. Concluding in 2025, the Court of Justice of the European Union upheld the Commission’s position, illustrating both the possibilities and structural limits of the ECI mechanism.
Copyright (c) 2026 Balázs Tárnok https://creativecommons.org/licenses/by/4.0
A Grammar of Elfdalian By Yair Sapir & Olof Lundgren UCL Press, 2024 ISBN 978-1-78735-541-5 (hardback) ISBN 978-1-78735-540-8 (paperback) ISBN 978-1-78735-539-2 (PDF) ISBN 978-1-78735-542-2 (ePub)
Copyright (c) 2025 Seán D. Vrieland https://creativecommons.org/licenses/by/4.0
Contested Language Diversity in Wartime Ukraine: National Minorities, Language Biographies, and Linguistic Landscape
Contested Language Diversity in Wartime Ukraine: National Minorities, Language Biographies, and Linguistic Landscape Edited by Nadiya Kiss and Monika Wingender Ibidem-Verlag, 2025 ISBN 978-3-8382-1966-0 (paperback) ISBN 978-3-8382-7966-4 (eBook)
Copyright (c) 2025 Elmira Muratova https://creativecommons.org/licenses/by/4.0
The Terminology of Cultural Diversity in Iran: Between UN Documents and the Iranian Legal System
The terminology surrounding minority issues in national and international law significantly influences the management of cultural diversity in nation-states. Ambiguities in terms such as ethnicity, people, nation, and indigenous, as well as conflicting legal interpretations, create challenges for defining and promoting minority rights. This paper examines how these terminological ambiguities affect minority issues in Iran, a context further complicated by securitized minority—state relations. Through careful examination of international law documents, national documents, and experts’ views on the issue, we argue that there is no consensus on the nature of cultural diversity in Iran, much less on the categorization of Iran’s minorities. In this light, Drawing on Kymlicka and Fearon, we argue that the insight offered by academic classifications of minorities can significantly improve the recognition of minorities and their rights in Iran and in the region.
Ethnopolitics and Minority Issues beyond Europe
Copyright (c) 2025 Hadi Salehi, Mohammad Ali Tavana, Neda Kardooni https://creativecommons.org/licenses/by/4.0
Book review: Teaching Social Justice Using Postcolonial Texts: Encountering Pedagogies of Discomfort in Practice
Teaching Social Justice Using Postcolonial Texts: Encountering Pedagogies of Discomfort in Practice Edited by Geraldine Balzer, Teresa Strong-Wilson, and Anne Burke Springer, 2023 ISBN 978-3-031-34830-3 (hardback) ISBN 978-3-031-34833-4 (paperback) ISBN 978-3-031-34831-0 (eBook)
Copyright (c) 2025 Maarit Jaakkola https://creativecommons.org/licenses/by/4.0
Book review: Heritage Languages in the Digital Age: The Case of Autochthonous Minority Languages in Western Europe
Heritage Languages in the Digital Age: The Case of Autochthonous Minority Languages in Western Europe Edited by Birte Arendt and Gertrud Reershemius Multilingual Matters, 2024 ISBN 978-1-80041-422-8 (hardback) ISBN 978-1-80041-424-2 (ePub) ISBN 978-1-80041-423-5 (PDF)
Copyright (c) 2025 Yair Sapir https://creativecommons.org/licenses/by/4.0
Teaching and learning resources for minority language certifications in Europe: A comparative overview of availability for Catalan, Galician, Irish, Welsh, Upper Sorbian, and Lower Sorbian
The creation of standardised certifications is a complex procedure, even for major world languages. For many minority and minoritised languages, the development of relevant criteria, specifications, and accreditations may be complicated by historical, societal, and political factors. In developing the author’s previous work on the topic, this contribution will analyse the teaching and learning resources relating to the official certifications for six languages which are generally viewed as minority languages: Catalan, Galician, Irish, Welsh, Upper Sorbian, and Lower Sorbian. Noting that certification possibilities are available in a wider range of minority languages, the principal selection criterion for the present interdisciplinary study was that the relevant official certifications comprised a portfolio of independent qualifications which were available at different levels and were explicitly aligned to the CEFR. Based on analysis of the official materials available on the websites of the relevant certifications, the study delves deeper into the types of teaching and learning resources available, including specimen examination papers, specially-designed textbooks, online training courses, and other pedagogical materials. In addition to summarising the current state of play for the six languages profiled, it also aims to offer suggestions on how resources for other minority language certifications could be expanded in the future.
teaching and learning minority languages
teaching materials for minority languages
Copyright (c) 2025 Antony Hoyte-West https://creativecommons.org/licenses/by/4.0
Building Indigenous Futures with Minecraft: A Sámi Educational Perspective
Throughout the 21st century, digital gaming environments have been widely used in Nordic education to engage students, deepen learning across subjects, foster social skills, and promote 21st-century digital literacy. In Sámi education, however, the use of digital games is primarily constrained by the limited availability of games in the Sámi languages, Sámi-specific content in existing games, and the usability of these games in Sámi language education. Teachers also require training in the use of digital learning games in Sámi education. In Sámi education, teachers not only need technical proficiency but also the ability to utilise technology to pass on traditional knowledge and language, embedded in Sámi culture, to future generations. This article discusses experiences with the use of Minecraft in Sámi education and the teaching of Sámi content within Norwegian education. The authors have taught the use of Minecraft in both Sámi and Norwegian teacher education and have developed content specifically for this purpose based on Sámi educational values. The first author has translated Minecraft into Northern Sámi. The article takes a narrative approach, discussing how Minecraft is suited for teaching Sámi content and language, and which pedagogical approaches can be considered when using Minecraft in education.
Copyright (c) 2025 Lemet Máhtte Eira Sara, Rauni Äärelä-Vihriälä, Line Reichelt Føreland https://creativecommons.org/licenses/by/4.0
Enhancing Sociocultural Integration in Basque Language Learning: Bridging Gaps in Traditional Textbooks with Digital Tools
This study examines the integration of sociocultural components in Basque language instruction, particularly for international students in higher education who have no prior exposure to the cultural context of the language. An analysis of existing Basque textbooks reveals a misalignment with established pedagogical standards, from the broader Common European Framework of Reference for Languages (CEFR) to the specific sociocultural goals of the Basque government’s own curriculum (HEOC), as these materials often presuppose familiarity with Basque culture, resulting in decontextualised activities that fail to engage learners effectively. Qualitative interviews with Basque instructors in the United States support these findings, emphasising the need for supplementary teaching methodologies to bridge gaps in cultural content. To address this issue, a pedagogical intervention was carried out with higher education students using Facebook as a virtual community of practice. The findings indicate that digital platforms provide dynamic, contextual learning opportunities that enhance both linguistic and sociocultural dimensions, leading to greater student engagement and spontaneous knowledge acquisition compared to traditional textbooks. This research highlights the importance of integrating digital tools into Basque language education to better align with contemporary teaching methodologies and improve cultural understanding.
Copyright (c) 2025 Diana Palenzuela Rodrigo https://creativecommons.org/licenses/by/4.0
Language Ideologies in Meänkieli Teaching and Learning Resources
Meänkieli is a minoritised and endangered language traditionally spoken in Northern Sweden. This study analyses linguistic variation in a selection of contemporary Meänkieli teaching and learning resources (TLRs) and discusses the language ideologies and the sociopolitical context connected to the variation. In a complex assemblage of perspectives and practices, this study identifies four ideologies behind variation in TLRs: two more purist ideologies (traditional, standard language) and two inclusive ideologies (post-traditional, translanguaging, polynomic). Using a close reading method, both explicit and implicit expressions of variation are examined in the data set that consists of a grammar, five school textbooks, one phrasebook, one online platform, and two dictionaries. The analysis of implicit views on variation focuses, for example, on Swedish loan words and certain key grammatical forms. The grammar book in the study is governed by standard language ideology with traditional and post-traditional elements. The school textbooks, similar to the grammar book, are based on the authors’ Torne Valley variety, the most widely-used regional variety of Meänkieli, and use Swedish to a varying degree following a translanguaging approach. The innovative or interactive mainly digital materials are polynomic and post-traditional. One of the dictionaries and the phrase book brings in varieties outside Sweden, while the other dictionary includes regional varieties of Meänkieli in Sweden. Instructional and experiential TLRs are more likely to follow a standard and balance traditional and nontraditional language, while exploratory and elicitative materials are more polynomic and post-traditional. The study concludes with a summary of the results and suggestions for further studies.
Copyright (c) 2025 Riitta-Liisa Valijärvi https://creativecommons.org/licenses/by/4.0
Teaching and Learning Resources for Ladino: Current Use and Needs for Further Development
The present article explores the use of teaching and learning resources (TLRs) among 31 learners of Ladino, a Romance minority language traditionally spoken by descendants of Sephardic Jews who were expelled from the Iberian Peninsula at the end of the 15th century. The main purpose of the study is to provide a picture of current use of TLRs among learners. The study further discusses perceived needs for additional and/or updated TLRs, as expressed by learners and teachers of Ladino. The results show a mixed use of resources, encompassing traditional textbooks, grammars, and dictionaries, as well as an extensive use of resources not primarily produced as TLRs, such as articles, videos, chat groups, etc. Learners combine available resources and shape their own learning experience. A majority of the learners, as well as many teachers, point at enhanced opportunities for communication as a major need.
Copyright (c) 2025 Kent Fredholm https://creativecommons.org/licenses/by/4.0
Tatar Teaching and Learning Resources in Finland
Tatar-language education has been organised by the Tatar communities in Finland for more than a century. This traditional minority, today comprising less than a thousand members, was already literate and valued education on arriving in Finland in the second half of the nineteenth century. With very little official support, they have continued to transmit their language, culture, and religion through original and adapted teaching and learning resources (TLRs) for more than six generations. The TLRs target mainly children and young people of kindergarten and school age, but many publications and activities are aimed at all age groups. This overview approaches the production of Tatar TLRs in Finland from cultural, multilingual, and social points of view, discussing less-common aspects in minority research such as the role of women, the significance of traditions, religion and community organisation, attitudes to adaptation and education, as well as the impact of the political and economic situation, multilingualism, and multiculturalism on a minority with a high number of polyglots and transnational connections. The qualitative case study is interdisciplinary, based on a literature review and several decades of participatory observation, interviews, and informal discussions; it uses source pluralism and memory studies to discuss the developments and the cultural and social aspects of TLR production and application of TLRs in language and culture preservation.
Copyright (c) 2025 Sabira Ståhlberg https://creativecommons.org/licenses/by/4.0
Teaching and Learning Resources for Linguistic Minorities: Structures, Challenges, and A Development Agenda
Copyright (c) 2025 Maarit Jaakkola, Boglárka Straszer https://creativecommons.org/licenses/by/4.0
Equality Bodies and Roma Rights Through the Lens of Critical Race Theory
Roma are faced with various levels of marginalization, discrimination, and even hostility throughout Europe. This poses a challenge at all levels of governance and is being remedied through a patchwork of law and policy measures facilitated – among others – by national equality bodies. However, the Roma-related efforts of equality bodies are rather uneven. Throughout their work, equality bodies interpret the law as it applies to the Roma, defining and clarifying grounds for discrimination such as ‘race’. In this context, this article seeks to investigate how equality bodies in a selected number of European states tackle the racialization of and racial discrimination against Roma. From a Critical Race Theory approach, the analysis highlights uneasiness towards discussing race in the context of discrimination faced by Roma. While some equality bodies show discomfort with using race and instead prefer ethnicity or other grounds, others are prevented by national legislation from using race altogether, attesting to a broader context of European colour-blindness. Critical Race Theory provides a lens through which such phenomena become visible. Even if there are no apparent consequences of grounding interpretation in ethnicity and not in race, the language used does perpetuate a feeling of discomfort and the avoidance of an important concern.
Copyright (c) 2025 Andrei Dragan https://creativecommons.org/licenses/by/4.0
Book Review: Everyday Zionism in East-Central Europe: Nation-Building in War and Revolution, 1914-1920
Copyright (c) 2025 Doina Anca Cretu https://creativecommons.org/licenses/by/4.0
Interpretation of Effective Public Participation at the ECtHR: Lessons from Recent Jurisprudence on Minority Language Education
This contribution focuses on the recent jurisprudence of the European Court of Human Rights on minority language education and the link established by the Court with the effective public participation of minorities. The interpretation in the latest cases of Valiullina and Others v. Latvia (2024) and Džibuti and Others v. Latvia (2024) indicates that the Court accepts significant limitations to minority language education. However, the novelty of the latest jurisprudence is that the limitations are seen as necessary means for ensuring the effective participation of minorities in the public life of the country. Therefore, this reasoning from the Court seems to contradict the thoroughly developed understanding of measures contributing to effective public participation of minorities, the interpretation of which has been shaped by an array of organisations, including branches of the Council of Europe, of which the Court is part. The article argues that the Court’s judgments on the two cases demonstrate the limited development of the right to education despite the ‘living’ nature of the European Convention on Human Rights. Furthermore, the latest interpretation seems to overlook how the minority right to effective public participation contributes to the realisation of the right to education.
Copyright (c) 2025 Lilija Alijeva https://creativecommons.org/licenses/by/4.0
Discourse Surrounding the Recognition of Elfdalian in Sweden
This article employs inductive discourse analysis to examine the discussion surrounding the recognition of Elfdalian in Sweden. Although multifaceted in terms of framing, most parliamentary initiatives tend to focalise Elfdalian’s qualities as a language. In contrast, local advocates see recognition as empowering revitalisation efforts, addressing historical injustices, celebrating heritage, and diversifying funding opportunities. Governmental communications cite findings of the specialist minority committee’s 1997 report and class Elfdalian as a folkmål. Conflict between discourses appears where the legally undefined term folkmål enters and obscures the language discussion. Whereas the government sees integration into the public and administrative spheres as integral to recognition, local advocates reject this legal protection. The article concludes that working with a unified terminology would facilitate the discussion and outlines potential avenues for recognition.
Copyright (c) 2025 Willem Adriaan Cornelis Koen https://creativecommons.org/licenses/by/4.0