Covid-19 and the Blunders of our Governments: Long-run System Failings Aggravated by Political Choices

More urgently than ever we need an answer to the question posed by the late Mick Moran in The Political Quarterly nearly two decades ago: ‘if government now invests huge resources in trying to be smart why does it often act so dumb?’. We reflect on this question in the context of governmental responses to Covid-19 in four steps. First, we argue that blunders occur because of systemic weaknesses that stimulate poor policy choices. Second, we review and assess the performance of governments on Covid-19 across a range of advanced democracies. Third, in the light of these comparisons we argue that the UK system of governance has proved itself vulnerable to failure at the time when its citizens most needed it. Finally, we outline an agenda of reform that seeks to rectify structural weaknesses of that governance capacity.     

The economy,crime and time: An analysis of recorded property crime in England & Wales 1961–2006

We seek to determine whether one of the unanticipated side-effects of social and economic changes associated with the adoption of neoliberal and monetarist economics during the 1970s/1980s was rising crime rates. Undertaking time series analysis of social and economic determinants of property crime (using official statistics on recorded crime for England and Wales from 1961 to 2006) we develop a model of the effect of changes in socio-economic variables (unemployment, inequality, welfare spending and incarceration) on property crime rates. We find that while three of these had significant effects on change in the property crime rate, income inequality did not. We conclude with a discussion of the extent to which neoliberal economic and welfare (and later criminal justice) policies can be held to have influenced the property crime rate since the early 1980s and what this tells us about the social and economic determinants of crime at the macro-level.     

The evolution of an innovation: variations in medicaid managed care program extensiveness

This article utilizes a theoretical framework of policy innovation, diffusion, and reinvention to investigate the evolving nature of Medicaid managed care programs over time. By estimating two separate models, one for primary care case management (PCCM) and a second for risk-based program enrollment, this study seeks to disentangle two different paths of learning (internal and external), investigate the potential effects of vertical diffusion of policy, and examine the impact of internal state characteristics on the extent of Medicaid managed care. With respect to diffusion and learning, the data reveal that earlier adopters implement more extensive programs. The data fail to reveal much internal learning, although there is evidence of some. External impacts are clear: managed care enrollments in neighboring states and changes in the federal waiver process affect states' decisions. Other policy choices are important: states with more generous Medicaid eligibility rules implement more extensive managed care programs. Complementing other studies of Medicaid, we find that politics and economics make a difference for the extent of managed care programs; unlike other Medicaid studies, we find no effect of race and ethnicity.     

Causes of absenteeism at the secondary level in Jamaica: parents' perspectives

This article examines parents' views on the causes of students' absenteeism at the secondary level, using a sample of 221 parents from nine schools across Jamaica. The key factors identified as causes are little value for education, lack of resources, and factors within the immediate school environment. Apart from improvements to the school environment, the article underscores the need to provide employment-generating opportunities to enable parents to meet the needs of their children, and emphasises that efforts to address students' absenteeism must involve multi-agency partnerships including parents, community members, and social workers.     

Revisiting prediction models in policing: Identifying high-risk offenders

The use of prediction models for classifying offenders has been a common practice by the criminal justice system. Given the recent developments in criminal career research and continuing evidence that a small proportion of chronic offenders are responsible for the majority of crime, there is a continued need to identify high-risk offenders early on in their offending careers. The present study provides support for the accuracy of an innovative prediction instrument that was developed for identifying high-risk offenders in a rural county in a southern state. Offender risk classification was found to be associated with reoffending across different dimensions of assessment and the high-risk offenders had accumulated a greater mean number of arrests upon six-month follow-up when compared to the medium and low-risk offenders. Policy implications and directions for future research incorporating prediction models in policing are also discussed.     

Pedagogy and deliberative democracy: insights from recent experiments in the United Kingdom

A growing body of research suggests the existence of a disconnection between citizens, politicians and representative politics in advanced industrial democracies. This has led to a literature on the emergence of post-democratic or post-representative politics that connects to a parallel seam of scholarship on the capacity of deliberative democratic innovations to ‘close the gap’. This latter body of work has delivered major insights in terms of democratic design in ways that traverse ‘politics as theory’ and ‘politics as practice’. And yet the main argument of this article is that this seam of scholarship has generally failed to explore the existence of numerous pedagogical relationships that exist within the very fibre of deliberative processes. As such, the core contribution of this article focuses around the explication of a ‘pedagogical pyramid’ that applies a micro-political lens to deliberative processes. This theoretical contribution is empirically assessed with reference to a recent project that sought to test different citizen assembly pilots around plans for English regional devolution. The proposition being tested is that a better understanding of relational pedagogy within innovations is vital, not just to increase levels of knowledge, but also to build the capacity, confidence and contribution of democratically active citizens.