The FAZ says these days, from a chosen "dwarfing" between the CSU women's quota and guerrilla war with the FDP. This diagnosis is unfortunately true. The largest contribution to the march in their own insignificance should provide the current leaders. Previously, most CSU politicians were members of the Association for clear pronunciation. Therefore, they have also been better than the political competition. A corresponding contribution to the intellectual dwarfism do today CSU politicians such as the Bavarian Minister of Culture Spaenle. This interview on "German hostility," the Spaenle the Germany radio was, may serve as proof: Without the problem of alienation even once to mention by name, juggle Spaenle with proven politically-correct and from political opponents set on policy that is not only the concerned, but might annoy especially his own electorate massively
"Heinlein: Is Islam responsible for the German hostility to our schoolyards
Spaenle? are mono-causal explanations not the phenomenon is real. shall it be that of any nationality or origin harassment with all available educational resources, will find no other way prevented with possible disciplinary measures. If cultural background plays a role, then the same with the calculus drawn be.
Heinlein: Mr. Spaenle, there are recent scientific studies in the past days, showing young Turks and Arabs are particularly unpopular among German youth. Recognize cause and effect here?
Spaenle: It is the central situation that is just in such schools by district education or other focus situations minorities in majority. That is, we immigrant families and children from immigrant families here are in a position that assumes, of course, otherwise the majority society, and that just leads to such situations. Which must be countered through school, through social work in conjunction in the rule of youth work Youth Services, except where possible, between municipalities and school.
Heinlein: Is it understandable for you, Mr. Spaenle that say some young foreigners, hey, you do not Do you like us, so we also reject you from abuse and you?
Spaenle: The problem that ultimately expresses itself in it is the have that we solidified parallel societies. This is the cause in the very essence and must be resisted. A key instrument is the acquisition of language. Which must be systematically given to the kindergarten at attention. And of course the issue of social inclusion. (...)
Heinlein: You say that parallel societies. Are it is therefore in many immigrant children the basic feeling of rejection by the German society, especially in these days, is where so much talk about integration?
Spaenle: It is quite natural that I am a cultural context, if I know it, afterwards. It is the task of strategic education and, of course, social, social policy in the communities to counter such consolidations. That then created feelings of solidarity that occur outside then maybe with these negative phenomena in context is clear. This must be consistent with language acquisition, explaining their own social, cultural identity, and the majority society to counter-explanatory, and since first of all are the parents' houses in a special duty to get involved with. Education is the key to social inclusion. Since I need a positive climate in the families involved, and in immigrant families.
Heinlein: Your party leader Seehofer has said a few days, you do not need more immigration from other cultures. Mr. Spaenle, as then, such a statement has on children and young people from Turkey or from Arab countries?
Spaenle: First of all, he did not say that we generally do not need immigration but the fact that we need skilled immigration is completely clear that we pay just the fact that such situations immigration of German society quite well utilized, and this has naturally corresponding impact on society. The perception that they say, skilled migration is a country in a matter of course, which is also in the political calculus that I think is understandable.
Heinlein: Well, the CSU wants skilled migration from Turkey or from Arab countries?
Spaenle: First, it is important that we Need to control immigration as a whole and a large country in central Europe, and then the question of integration is of course a key.
Heinlein: What else can you do in your view, to build from the perspective of a culture minister, to the mutual prejudices? Does it as a German duty in the breaks?
Spaenle: It's certainly better if the language of the majority society in all areas of society, the rule language. From a duty I now little educational. But there are many schools, if you will, a kind of institutional contracts, that is voluntary Agreement within the school family, teachers, pupils, parents involved, of course, that German as the lingua franca not only in class but in the schoolyard, if you will, the focus has alluded.
Spaenle: The topic of positive attitudes to education is something that parents must also houses just actively assist in the migration area. We must demand the active participation of migrant families, because only then of course there is positive sentiment toward the school, and immigrant associations are here to some extent in the duty. You have confidence in their communities, certain authority and they must use in the communities to help create positive attitudes to education, to the school as a means of social participation in accordance with.
Heinlein: What does that mean concretely, Mr Spaenle, active participation of families? Does this mean that parents must also go back to school?
Spaenle: Of course it is accordingly necessary that Elternhäuer bring to school. This has to do with participation in the Parents' Associations, which has to do with the active forms of school life, as indeed is the case for many thousands of schools in Germany, and this must be particularly true immigrant families a concern because if the educational success of a family member, one is young, is on track, the so exposed in the rule for the whole family a step in the middle of society. "
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