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Brexit-Online oder die trügerische Hoffnung der Jugend
Einsichten und Perspektiven 2 | 16
Das Projekt:
Eine Online-Diskussion am 21.03.2016 zwischen einer Public School in Coventry und dem
Münchner Theresien-Gymnasium
Die Teilnehmer:
20 britische Schüler des Wirtschaftskurses der Oberstufe der Henry VIII School in Coventry und
20 Schüler der Q11 des Münchner Theresien-Gymnasiums. Nick Meynell und Sabine Schmidt-
Freisberg als Diskussionsleiter.
Die Schulen:
Henry VIII School Coventry, vor beinahe 500 Jahren von Heinrich VIII. gegründet, heute eine
Privatschule mit über 500 Schülern.
Theresien-Gymnasium München: durch den Prinzregenten Luitpold im Jahr 1895 als fünftes
Münchener Gymnasium auf humanistischer Grundlage gegründet, heute mit über 600 Schülern.
Interview mit dem Leiter der Fachschaft Wirtschaft
(Business Studies and Economics)
der Henry VIII
School, Nick Meynell am 20. Juni 2016
Landeszentrale:
Has the discussion about Britain leaving
the EU changed the country?
Nick Meynell:
Opinions are quite strong, and from a per-
sonal perspective I find it difficult to find much common
ground with people who support ‘Leave’. There are many
Facebook posts that I find very annoying. I hope we can
all get on after the referendum, whatever the result! The
Jo Cox murder has perhaps brought some solidarity and
togetherness in the last couple of days.
Please describe the general atmosphere at your school a
few days before the referendum.
Quite normal really. There is a fair bit of interest in the
referendum. Students are generally positive towards the
EU, so I imagine the ‘mock’ referendum result
1
will be
to remain. Some students perhaps fear that supporting
‘leave’ might label them a ‘racist’ or ‘xenophobe’, which is
of course unfair. Perhaps it is a reflection of the diversity
and inclusiveness within the school.
What significance does the term “Europe” have for your
students in a geographical and a political sense?
Probably mainly geographical, and increasingly political
amongst the older students who understand more. There
is some misunderstanding between Europe, EU and Euro-
zone … and Schengen would confuse many still further.
That is perhaps a reflection of being on the periphery of
Europe.
1 Die Henry VIII School führte ein eigenes „Referendum“ bei allen Schülern
und Lehrern durch, das Ergebnis ist im Hauptartikel nachzulesen.
Which are the most important arguments for or against
leaving the EU mentioned by your students?
Probably the economy, although there are some concerns
(perhaps fueled by parents/tabloid newspapers) on immi-
gration.
What are the key factors for your students when it comes
to forming an opinion on the issue of a Brexit?
Probably the above two factors. Few perhaps appreciate the
important historical benefits of the EU (peace, democra-
tization of Spain, Portugal, Eastern Europe etc.!) Perhaps
they are just too young, and my own teenage years were
dominated by the threat of the Cold War! I think parental
views are a very important influence amongst our younger
students. My Year 12/13 students tend to form their own
views.
Does a potential breakup of Great Britain after a Brexit affect
your students?
Yes, from the economic perspective. Possibly in terms of
student exchange programmes at university, and the value
of the pound! I suppose it all depends on the deal that is
eventually secured … if the worst happens! [Zu diesem
Zeitpunkt war der Ausgang des Referendums noch völlig
offen, Anm. d. Red.]
Can you detect a new nationalism or isolationism amongst
your students?
Nationalism only as far as Euro 2016, and even then I
have had a student in my class supporting Italy (due to
his parents), and therefore supporting Wales vs England!
In many respects I think that our students think in a less
nationalist (and isolationist) manner than most people in
the UK. Many of our British Asian students will support
MUFC, Chelsea, Liverpool and England at football – but
are equally devoted to India/Pakistan when it comes to
cricket!