A Common Cause

When the Revolutionary War began, the odds of a united, continental effort to resist the British seemed nearly impossible. Few on either side of the Atlantic expected thirteen colonies to stick together in a war against their cultural cousins. In this pathbreaking book, Robert Parkinson argues that to unify the patriot side, political and communications leaders linked British tyranny to colonial prejudices, stereotypes, and fears about insurrectionary slaves and violent Indians. Manipulating newspaper networks, Washington, Jefferson, Adams, Franklin, and their fellow agitators broadcast stories of British agents inciting African Americans and Indians to take up arms against the American rebellion. Using rhetoric like "domestic insurrectionists" and "merciless savages," the founding fathers rallied the people around a common enemy and made racial prejudice a cornerstone of the new Republic. In a fresh reading of the founding moment, Parkinson demonstrates the dual projection of the "common cause." Patriots through both an ideological appeal to popular rights and a wartime movement against a host of British-recruited slaves and Indians forged a racialized, exclusionary model of American citizenship.

A conceptually and mathematically rigorous analysis of the common cause principle and its status in quantum theory.

The common cause principle says that every correlation is either due to a direct causal effect linking the correlated entities or is brought about by a third factor, a so-called common cause. The principle is of central importance in the philosophy of science, especially in causal explanation, causal modeling and in the foundations of quantum physics. Written for philosophers of science, physicists and statisticians, this book contributes to the debate over the validity of the common cause principle, by proving results that bring to the surface the nature of explanation by common causes. It provides a technical and mathematically rigorous examination of the notion of common cause, providing an analysis not only in terms of classical probability measure spaces, which is typical in the available literature, but in quantum probability theory as well. The authors provide numerous open problems to further the debate and encourage future research in this field.

Europeans and Americans tend to hold the opinion that democracy is a uniquely Western inheritance, but in The Common Cause, Leela Gandhi recovers stories of an alternate version, describing a transnational history of democracy in the first half of the twentieth century through the lens of ethics in the broad sense of disciplined self-fashioning. Gandhi identifies a shared culture of perfectionism across imperialism, fascism, and liberalism—an ethic that excluded the ordinary and unexceptional. But, she also illuminates an ethic of moral imperfectionism, a set of anticolonial, antifascist practices devoted to ordinariness and abnegation that ranged from doomed mutinies in the Indian military to Mahatma Gandhi’s spiritual discipline. Reframing the way we think about some of the most consequential political events of the era, Gandhi presents moral imperfectionism as the lost tradition of global democratic thought and offers it to us as a key to democracy’s future. In doing so, she defends democracy as a shared art of living on the other side of perfection and mounts a postcolonial appeal for an ethics of becoming common.

Proceedings of the Ispra Course held at the Joint Research Centre, Ispra, Italy, November 16-19, 1987

It considers the many contributions of both women to the most significant political movements of their times: anti-slavery; women's rights; and industrial reform. It also traces their defining influence on the ideas and writings of Walt Whitman, Harriet Beecher Stowe, Elizabeth Gaskell, Anthony Trollope, Charles Dickens, and the American suffragists.

This book on bilingual education policy represents a multidimensional and longitudinal study of “policy processes” as they play out on the ground (a single school in Los Angeles), and over time (both within the same school, and also within the state of Georgia). In order to reconstruct this complex policy process, Anderson impressively marshals a great variety of forms of “discourse.” Most of this discourse, of course, comes from overheard discussions and spontaneous interviews conducted at a particular school—the voices of teachers and administrators. Such discourse forms the heart of her ethnographic findings. Yet Anderson also brings an ethnographer’s eye to national and regional debates as they are conducted and represented in different forms of media, especially newspapers and magazines. She then uses the key theoretical concept of “articulation” to conceptually link these media representations with local school discourse. The result is an illuminating account of how everyday debates at a particular school and media debates occurring more broadly mutually inform one another.

Collection of essays explore shared services in the human resources environment.