NAGHAM JAJAN

Qamishlo — Language is not merely a tool for speaking; it is the memory and identity of peoples. The mother tongue is the first voice through which a child comes to know the world. Therefore, preserving it does not only mean preserving words, but also protecting existence and identity.

In the face of the August 27 decision issued by the Ministry of Education in the Syrian Interim Government, which imposes restrictions on Kurdish language classes, reactions among residents, teachers, and students in Rojava are increasing.

Through ongoing events and steps, they seek to affirm that the Kurdish language does not exist only inside classrooms but must remain alive and develop in social life as well, especially since the Kurdish language has witnessed, over long years, a struggle and fight for its survival. To protect it and transmit it to future generations, education in it must continue.

Teacher Rojin Musa, a graduate of the Kurdish Literature Department at Rojava University, affirmed her rejection of the August 27 decision, which stipulates teaching Kurdish for only three classes per week. The Interim Government, as she sees it, "seeks to restrict the Kurdish language according to its vision, ultimately leading to its elimination."

During the years of the revolution, the mother‑tongue education system was implemented. About this experience, she said: "We, teachers and students, have been studying and learning in Kurdish for 12 years. Therefore, we express our rejection of these decisions. When Article 13 was announced, we stood against it, but unfortunately no one took our opinions into account. Likewise, the August 27 decision concerning the Kurdish language is an unsound decision."

Teachers and students in Rojava have defended the Kurdish language for years, but "the Interim Government that came to administer Syria wants to stand in the face of Rojava, violate the rights and identity of the Kurdish people, and cancel its needs. Certainly, the teachers and students who carry the sacred pen and have defended the Kurdish language for years will stand against these policies and express their rejection of them clearly."

 

"We Are Not Against Teaching Different Languages"

She affirmed that they are not against learning and teaching other languages, but "our objection lies in the fact that while yes is being said to teaching all languages, at the same time the Kurdish language is being restricted and a tendency toward its elimination is appearing." As a graduate of the Kurdish Literature Department at Rojava University, she asks what they will answer students if Kurdish literature does not take its place as a subject within educational curricula, and also "when students who learned Kurdish literature and came to consider it a fundamental concept ask us: Where has this concept gone? What will we answer them?"

 

An Attempt to Eliminate Kurdish History and Culture

Rojin Musa believes that the responsibility is borne by "decision‑makers" to consolidate the foundations of mother‑tongue education in Rojava: "When they eliminate Kurdish literature, they thereby also eliminate Kurdish history and culture. They have always looked upon the Kurdish people with a view of weakening them. Therefore, every Kurd and student must express their rejection. Our hope is that Kurdish society and all those concerned with the Kurdish language will place this language at the forefront and priority of their work, because a people who lose their language will ultimately lose their existence as well."