Posts Tagged ‘contrived randomness’

Four types of institutional control

February 7, 2011

This diagram comes from a book edited by Christopher Hood (et al.) It shows how contrived randomness can be seen as a method of social control in public institutions (Hood et al. 2004:8).

As mentioned in a Fourcultures post on how to beat the odds and escape your fate, Hood wrote:

“Contrived randomness denotes control of individuals… by more or less deliberately making their lives unpredictable in some way”.

Hood et al., eds (2004) Controlling Modern Government. Variety, Commonality and Change. Cheltenham: Edward Elgar Press. p.8.

And as eagle-eyed readers of Fourcultures will observe, this scheme of control is modeled closely on the wider typology of grid-group cultural theory. You can compare the diagram above with this diagram of Cultural Theory to note the consistency.

Mutuality – Egalitarian
Oversight – Hierarchical
Competition – Individualist
Contrived Randomness – Fatalist

I’m interested in Hood’s work because he is one of the few proponents of Cultural Theory who recognize the salience of what may be termed Fatalist Activism – the idea that the Fatalist cultural bias is just as active as the other three biases and constantly seeks to shape our institutions.

This work is very useful for understanding all kinds of social contexts and institutional arrangements. Fourcultures has previously shown how the four cultural biases can be marshalled to develop a fourfold typology of educational equity. Hood et al.’s four types of control can be added to this kind of analysis. In the next post I’ll show how Cultural Theory and especially the concept of fatalist activism is highly relevant for the specific case of public policy on gambling.

Tempting fate in schools: contrived randomness as educational policy

January 12, 2010

Australian economist Andrew Leigh has entered into public discussion with Noel Pearson about Aboriginal inequality by proposing that randomised trials should be initiated for those educational innovations supposedly aimed at improving outcomes for disadvantaged groups. He takes his cue from Harvard economist Roland Fryer, who is well known for testing the effectiveness of cash rewards on academic achievement. Provocatively, Leigh has called proponents of the approach ‘the randomistas‘. (You can also hear about randomised education trials).

The rhetoric of the scientific method sounds very sensible. After all, if it works in medicine, why shouldn’t it work in education? Indeed we can go further: since we don’t accept medicine that hasn’t been tested in a randomised trial framework, why should we accept education without similar confirmation of its effectiveness? The point Fryer and now Leigh have been making is that much educational policy is ideologically driven, rather than evidence driven. We need proper evidence and for them, randomisation is the mark of proper evidence.

So is there any downside? (more…)


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