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Yolanda Arrieta Malaxetxebarria (Etxebarria, 1963) has penned numerous books for children and adolescents. Over 30 titles grace the Galtzagorri Association’s online catalog. She’s also garnered various accolades, including the prestigious 2015 Euskadi Award. Yet, countless journeys remain, traversing schools to foster a love for reading and literature. She recalled encounters with students during these promotional events while crafting ‘Zerak‘ (180 pages, 16 euros).
– Fantasy featured prominently in your prior young adult novels, ‘Ataria’ and ‘Txokolategia’. Does ‘What’ follow suit?
– Absolutely not; this work is entirely novel, distinct in style and subject matter. Rather than fantasy, it delves into emotions, internal experiences, losses, and voids… These are the ‘things.’
– Are these ‘things’ underrepresented in young adult fiction?
– They’re addressed, but through varying approaches. Children’s literature sometimes directly tackles these themes. Conversely, young adult literature frequently centers on emotions perceived as appealing to this demographic. I aimed to craft literature employing metaphors and symbols, exploring universal feelings: loss, self-doubt, obstacles to growth… My focus was on the bridge of adolescence, that transition from childhood, the struggle between self and others/the self.
– Without the cloak of fantasy or adventure, how did you convey this intention?
“I used a responsive approach.” I strived for brevity, directness, yet without sacrificing nuanced expression. My methods for portraying these ‘things’ include metaphors, symbols, literary devices… I sometimes used animals to represent the untamed aspects of our inner selves; to illustrate freedom, dependence, and similar concepts; to articulate personal emotions and societal dynamics, much like in a fable.
Recipients
“I’ve observed that avid readers are often skilled writers and frequently experience a sense of isolation.”
education
“Currently, schools fall short in cultivating reading skills and aesthetic appreciation.”
– The writing displays complexity. Is it demanding for young readers?
– A key objective was to create an engaging, accessible read. I remained faithful to my artistic vision, but readability was paramount. Each youth literature project presents unique challenges. With ‘Portal’, my goal was to achieve
The author aimed to connect with a youthful audience without compromising literary merit: crafting a readily accessible yet multifaceted narrative. The concise chapters allow for completion within ninety minutes. Readers engaging fully will uncover an underlying storyline, though casual or reverse reading remains equally possible.
– What narrative thread unites the segments?
The central character, Alicia, a teenager, serves as the connecting thread. The narrative tracks her experiences and consequent transformations. Alicia undergoes a significant shift from the story’s commencement to its conclusion, mirroring the typical developmental leaps of adolescence. She bids farewell to childhood and embraces a new phase of life.
Restart, Reimagine, Rejuvenate
– A common tendency exists to homogenize teenagers, providing the same offerings to all. When creating “What,” did you consider these prevailing notions, or did you disregard them?
The market dictates what it believes young readers will favor. My approach involved examining my own adolescent experiences. These recollections, combined with observations of students, furnished inspiration. I focused on those voracious readers and exceptional young writers – often perceived as “nerds” in secondary school and beyond – whose journeys resonated deeply. They served as exemplars. I’ve witnessed teenagers exhibiting a sophisticated understanding of adult literature in school settings and writing workshops, capable of producing remarkable pieces. My writing isn’t universal; this book is for them. Many adolescents grapple with challenges during this period, internalizing experiences that are strongly shaped by external judgments. The challenge of self-discovery, particularly in today’s complex environment saturated by trends, social norms, and digital culture, formed the basis for this book. The frequent overlooking of these youths fueled my determination to provide this narrative perspective.
– How does this relate to education’s role in fostering literacy and a love for literature?
Reading and literature are distinct concepts, requiring differentiation. Cultivating appreciation for artistic beauty is crucial, comparable to mathematical understanding. Literature thrives in this realm, yet schools often fail to nurture it as students mature. As children transition from floor play to table activities and eventually screens, appreciation wanes. In secondary schools, screens dominate, with books absent from classrooms and school libraries scarce. This isn’t a call for education to solely champion reading and aesthetic appreciation, but rather a critique of the current system’s inadequacy in fostering either. The organizational structure, rather than individual teacher effort, is the primary issue. Dedicated educators exist, but the systemic obstacles—time constraints, short class periods, and even classroom layouts—hinder progress.
– Considering the Basque context, does the direct link between reading and formal education further complicate the situation?
Yes, it introduces a multitude of obstacles, turning literature into a purely instrumental tool, a means to an end, rather than an experience in itself.
– What potential solutions exist?
Given the complexity of the issue, a single solution remains elusive. My approach would be akin to upending the system, discarding existing practices, and initiating a fresh start. This book embodies that very ideal—a continuous cycle of reinvention and renewal.
Again and again and again and again and again and again and again and again and again and again and again and again
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