I went back to school a couple of weeks ago, having been on leave for a while, and for a long time, to model D. I was very excited to meet the "Basque" teenagers, because I spent long years on model A and model B of Lapurdi, in French national education, and I was tired of the strangeness that the Basques felt in those cases. Working in the teaching of Euskera, but in such a parallel world, without being able to relate with students only in Euskera, or naturally living the Basque culture, or sharing references and worldview.

I thought it was going to be a kind of back to the sweet house, but look where I just saw that everything was a fantasy, a chimera. Yes, the truth is that I have felt very sad seeing the linguistic behavior of the students, they have an almost absolute tendency towards Spanish, but from there they have started to show a kind of pride towards their linguistic option, a greater shame, which we also do in Spanish, without expressing any kind of regret and effort before our warnings. Concerning.

Not only do I want to go against the students, but I must acknowledge that language is an issue that touches upon a very inner fiber, and that is why I have to make a special effort not to fall into reactivity, not to jeopardise the relationship. The simplest thing would be to put all responsibility in charge, but it would be a simple and naive analysis, because we are also responsible, and because we know that we are directly challenged by all those who make young people. Even if we don't like it, they are our mirror, symptom and direct consequence of who we are.

The challenging use of Spanish seems to me, or at least I want to think, that it is a form of reaction of the educational offer that still does not take into account the needs of young people. We are agents of this system, and as they are aware of the pain produced by Spanish, they find in it the way to express rage against it, an effective weapon. It is a symptom and I try not to give more importance than it has.

And this inertia of speaking in Spanish, or the difficulty of speaking in Euskera, is explained by our situation of dependence and oppression, the growing diglosia it generates. The dominated people also have an undervalued and subtitled language, and it is difficult for the Basque people to compete with the total hegemony of Castilian, at least in the eyes of a young man. What language would you reach, if you are young, in the Region of Pamplona (for example)?

We should focus on the normalization of the people (independence), and thus concentrate all our strength, which is the only remedy for the Basque country. The party of linguistic survival is played in the sphere of maximum policy and the solution does not, therefore, depend on education, or at least not only. But can something be done in our area? Sure enough. To index our students sociopolitically, adequately contextualizing the problem of the Basque Country, explaining the reasons for what happens to us. It's not much, but it's something.

To do something similar to the treatment that we have started to give in education to female oppression, for example, is not that difficult. Students are told that the problem must be understood within a system of major, heteropatriarchal oppression, and that the instrument – feminism – of an ideology that helps put it in the right framework. Why do we not act equally with the Basque Country? Why do we not recover the concepts of imperialism or national oppression?

I don't know, but the data is alarming. The time has come to leave the world of Yuppi.