Knowledge and feasability

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So, concludingly, the functional knowledge on the part of the CSU in the decision-making process seems to have been mainly personal knowledge about the feasibility and acceptability of political decisions gleaned in personal hearings with local actors, visits of schools etc., and institutional/legal knowledge about the present structures of the education sector and the social fields potentially affected by the amendment, including the possible feedback into the political process in the form of complaints, claims and costs stemming from the frictions caused by the amendment. Scientific knowledge was rarely mobilized with the exception of favourable excerpts from the PISA-survey, probably owing to the fact that the respective scientific community is vehemently and consensually recommending inclusive schooling, a concept that cannot be realized in the present structures of the education sector that the CSU obviously was striving to preserve intact.

NASSEHI A., VON DER HAGEN-DEMSZKY A. & MAYR K. (2009), The Amendment of the Bavarian Education Law in 2003: A Long Way towards Inclusion, Report, 18.

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