[Michael] Chabon, who is himself a brash and playful and ebullient genre-bender, writes about how our idea of what constitutes literary fiction is a very narrow idea that, world-historically, evolved over the last sixty or seventy years or so - that until the rise of that kind of third-person-limited, middle-aged-white-guy-experiencing-enlightenment story as in some way the epitome of literary fiction - before that all kinds of crazy things that we would now define as belonging to genre were part of the literary canon.
[Michael] Chabon is arguing in favor of what is at the same time an old-fashioned and very forward-thinking opening up - of taking off the class associations with those labels, because we grew up, or I certainly grew up, feeling that, "Oh, there's literary fiction, and beneath that, there's these other things." He's actually saying that they're all of equal merit, and in many cases, that work in the genres, or work that draws from the genres is more entertaining for readers, since it is our job to entertain people.
One of the things that's exciting for me about this novel is that, to me, Brookland and The Testament of Yves Gundron were both, in certain regards, crypto-steampunk. They're both books that are interested in an alternate technological past that in fact didn't historically come to pass. If you were to ask me what my novels were about, I would say, well, these are novels about technology and how we relate to technology and what technology means.
I'm not for it [Brookland and The Testament of Yves Gundron ], I'm not against it, I'm just interested in it and how it functions, but I think that, in some senses, in those two novels, that was difficult for people to see.
Nobody thinks that there were never mechanical horses in the world. Everybody knows that there aren't really golems.
Historical fiction is a collaboration between the time in which it's written and the time that it's writing about and the far future, when we don't know what people are going to think about yet.
Teaching and writing, really, they support and nourish each other, and they foster good thinking. Because when you show up in the classroom, you may have on the mantle of authority, but in fact, you're just a writer helping other writers think through their problems. Your experience with the problems you've tried to solve comes into play in how you try to teach them to solve their problems.
The problems that other writers encounter are so fascinating to me as a writer and as a thinker about writing. I have found that many times, my students are experiencing problems that I myself have experienced in my work, but the solution is different because they're different people.
A lot of people have come up after Brookland and asked, "What happens to her at the end of the novel?" and I will very politely say, well, here are the two possibilities.
I think that we're all always just working on finding how that balance functions for us, given today's circumstances.
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