Abstract
During the accountability phase following a crisis, the focus is both on learning (how can we prevent a recurrence of this horrific event?) and on finding culprits (who caused and/or contributed to this crisis?). The latter is also known as the blame game where actors receive and respond to blame. Too much focus on the blame game, however, could lead to an unbalanced accountability phase as people are less inclined to share what they know about what happened because of fear, for instance, of resignation. This lack of information hampers the learning process following crises. Hopefully, a better understanding of how blame games work will lead to a better managed blame game which, in turn, should result in a more balanced accountability phase where there is ample of room to learn from the tragic event.This book furthers our understanding of what happens during blame games following crises by looking at both theory and practice. Theories on blame games help to answer questions such as who is blamed and why? How much blame is this person receiving and why? How can this person respond? And why do these responses sometimes not work?One particular response to blame (appointing an inquiry) can have quite an impact on the blame game. That is why the second theoretical chapter addresses questions such as why are inquiries created? How can one influence them? And why are some inquiries more independent than others?The analysis of three festivals gone wrong helps to expand our knowledge of blame games even further. The three cases show that responses to blame can backfire and that rituals, context, and sub-blame games can have an impact on how blame games evolve.Taken together, the theories and cases explored in this book will help people to better understand and manage blame games.
