"Literature is the foundation of education"
- SEASKA and UEU have organised a conference on the Basque Country and the Basque literature, on classroom programming, in the framework of the Summer Courses in Baiona, in which Katixa Dolhare Zaldunbide will participate. He was born in Ezpeleta (Lapurdi) in 1982, and has settled with his family in Lower Navarre a dozen years ago, in the village of Banka. He carried out high-level literary studies in the classes préparatoires aux grandes écoles, at the Liceo Montaigne in Bordeaux, for two years (hypokhâgneetakhâgne), and later specialized in literature at the University Bordeaux until the Doctorate in 2010.
He spent the addition of letters in 2005 and since then he has been a professor. He has taught for eighteen years in high school and university, in both cases, as well as in the field of internal training of AEK and Seaska. Since September 2023 he has been working in full as a professor of literature at the University of Bordeaux Montaigne, in the department of Basque Studies, on the campus of Baiona.
What does literature contribute to education?
From my point of view, in the teaching of literature you can find the previous humanities, because in literature you can find history, languages, philosophy, aesthetics. What unites rigor and imagination is seriousness and humor. In my opinion, literature is the foundation of education, because it allows the hearts of young people to flourish. She is an excellent travelling companion to understand the complexity of the human being and the world.
How do Basque literature work in secondary education? This is the subject you will be working on in the course.
In secondary education, the literature has been worked differently in the different educational systems of the Basque Country. In France and Iparralde, literature is at the heart of the French program, and the French program is at the center of the entire curriculum. Literature is seen as the facilitator of a whole worldview, closely linked to history, philosophy, language and art, and is strongly worked, both academically and playfully. You don't use textbooks just in case, but you read whole books.
In Hegoalde, on the contrary, sociocommunicative objectives are priority, and the literature is relegated to the background.
In France’s language programmes (including: in the Basque language programme), the main objective is the training of speakers: literature can be considered as a tool for the development of the language, but it does not have much space in itself. Therefore, in Ipar Euskal Herria, the Basque literature has hardly any presence in secondary education. For those who love literature, which seems to us to be an example of a programme in French, this situation generates tremendous frustration.
What is the answer of the students?
High school students are not familiar with the Basque literature.
And what's the main challenge?
The secondary Basque literature: Why, what, and how to teach it?
It will be a space for sharing experiences. What would you like to get from the course?
I would like to feel the motivation to move on to action, collectively: to build a resume, to create pedagogical supports, to create a network of lecturers readers…
Do you want something to be noticed?
This session will only be a small step in a great collective work…
Please note: The story that is being told here is a story based on reality. Some fragments are fictitious by a creative process. However, in defense of the historical memory, the names and surnames and other data that appear are true.
The skin is bathed in sweat by the woman... [+]
Xabier Zabaltza Perez-Nievas historialaria, idazlea eta EHUko irakasleak 'Euskal Herria heterodoxiatik' izeneko liburua plazaratu berri du. Bertan dio Euskal Herria ezinbestean euskara eta euskal kulturaren bidez eraiki behar dela eta horretarako funtsezkoa dela euskara... [+]
I always wear a camera on top, without a case in the bag to pull it out under any pretext. I have spent the last year photographing everything, to the extent that my academic and political leitmotiv has no free time, as if in the wild frenzy something had been immortalized. It... [+]
My brother, following the stereotypes of his age, threw me one of those curious questions. “Where have the umbrellas entered?” I had to answer, I don’t know, I don’t know who has led them. Then my brother, as quickly as he throws himself, asked me: “Who stole the... [+]
-It was an ordinary afternoon. For anglerfish.” This evening is what Maite Mutuberria tells us in this album. The book has very few texts and the images tell us very well the development of history.
From the beginning we can see in the illustrations a large and quiet... [+]
"Euskara eta euskal literatura, programaketatik ikasgelara" jardunaldian parte hartu zuen Katixa Dolhare Zaldunbidek. Seaskak eta UEUk antolatu Udako Ikastaroen barne. Bere problematikak horiek ziren: Zer leku du literaturak hezkuntza programetan eta nola landu euskal... [+]
Despite the fact that two centuries have passed, the problem of La Plutónica cannot be allowed to fade in the well of oblivion. In addition to 200 years ago to learn about the history of La Plutónica, we must go back to the other side of the ocean, Montevideo.
The brothers... [+]
Distinguishing fleeting stars from aircraft lights is not an easy task. It is a job that can only be done on the nights that give away the long summer days.
I just started the summer and with the full backpack I took a step outside the door of my house, to be two weeks caring... [+]
The one who approaches this book, first of all, will be with G. It meets the images of Mabire. They are comic style images, very accurate strokes and celestial experiences that help to easily interpret characters and situations. These images coincide with the text, which is... [+]
