The Chuj of northwestern Guatemala are among the least studied groups of the Mayan family, and their relative isolation has preserved a strong indigenous tradition of storytelling. In Chuj (Mayan) Narratives, Nicholas Hopkins analyzes six narratives that illustrate the breadth of the Chuj storytelling tradition, from ancient mythology to current events and from intimate tales of local affairs to borrowed stories, such as an adaptation of Oedipus Rex. The book illustrates the broad range of stories people tell each other, from mythological and legendary topics to procedural discussions and stories borrowed from European and African societies. Hopkins provides context for the narratives by introducing the reader to Chuj culture and history, conveying important events as described by indigenous participants. These events include customs and practices related to salt production as well as the beginnings of the disastrous civil war of the last century, which resulted in the destruction of several villages from which the narratives in this study originated. Hopkins also provides an analytical framework for the strategies of the storytellers and presents the narratives with Chuj text and English translation side-by-side. Chuj (Mayan) Narratives analyzes the strategies of storytelling in an innovative framework applicable to other corpora and includes sufficient grammatical information to function as an introduction to the Chuj language. The stories illustrate the persistence of Classic Maya themes in contemporary folk literature, making the book significant to Mesoamericanists and Mayanists and an essential resource for students and scholars of Maya linguistics and literary traditions, storytelling, and folklore.

Although it is still not known who wrote this work, despite its age it continues to be widely read today.

In Maya Narrative Arts, authors Karen Bassie-Sweet and Nicholas A. Hopkins present a comprehensive and innovative analysis of the principles of Classic Maya narrative arts and apply those principles to some of the major monuments of the site of Palenque. They demonstrate a recent methodological shift in the examination of art and inscriptions away from minute technical issues and toward the poetics and narratives of texts and the relationship between texts and images. Bassie-Sweet and Hopkins show that both visual and verbal media present carefully planned narratives, and that the two are intimately related in the composition of Classic Maya monuments. Text and image interaction is discussed through examples of stelae, wall panels, lintels, benches, and miscellaneous artifacts including ceramic vessels and codices. Bassie-Sweet and Hopkins consider the principles of contrast and complementarity that underlie narrative structures and place this study in the context of earlier work, proposing a new paradigm for Maya epigraphy. They also address the narrative organization of texts and images as manifested in selected hieroglyphic inscriptions and the accompanying illustrations, stressing the interplay between the two. Arguing for a more holistic approach to Classic Maya art and literature, Maya Narrative Arts reveals how close observation and reading can be equally if not more productive than theoretical discussions, which too often stray from the very data that they attempt to elucidate. The book will be significant for Mesoamerican art historians, epigraphers, linguists, and archaeologists.

Winner of the 2021 Raphael Lemkin Book Award from the Institute for the Study of Genocide​ Honorable Mention, 2020 CALACS Book Prize​ Beyond Repair? explores Mayan women’s agency in the search for redress for harm suffered during the genocidal violence perpetrated by the Guatemalan state in the early 1980s at the height of the thirty-six-year armed conflict. The book draws on eight years of feminist participatory action research conducted with fifty-four Q’eqchi’, Kaqchikel, Chuj, and Mam women who are seeking truth, justice, and reparation for the violence they experienced during the war, and the women’s rights activists, lawyers, psychologists, Mayan rights activists, and researchers who have accompanied them as intermediaries for over a decade. Alison Crosby and M. Brinton Lykes use the concept of “protagonism” to deconstruct dominant psychological discursive constructions of women as “victims,” “survivors,” “selves,” “individuals,” and/or “subjects.” They argue that at different moments Mayan women have been actively engaged as protagonists in constructivist and discursive performances through which they have narrated new, mobile meanings of “Mayan woman,” repositioning themselves at the interstices of multiple communities and in their pursuit of redress for harm suffered.

Grammaticalization research looks back on a rich history, but recent empirical findings, as well as new insights from cognitive science and psycholinguistics, entice researchers to reassess and review what we know about the process. This book presents a detailed study of the grammaticalization of motion verbs in the Mayan languages. The focus lies on variation in the parallel grammaticalization of motion verbs into auxiliaries and directionals. It is demonstrated that the genetically related and areally close languages do not always grammaticalize source items in the same way - both from a formal and meaning perspective. The empirical findings suggest that traditional theories on grammaticalization do not capture the complex nature of the phenomenon entirely. Therefore, a Network Approach to grammaticalization is introduced which emphasizes a 'meaning-first' account. The approach seeks to combine the conceptual with the discourse-pragmatic while being firmly grounded in cognitive and psychological facts. New insights into the grammaticalization behavior of the world's languages are offered, while well-established notions and assumptions within the grammaticalization research paradigm are reviewed and challenged.

While there is considerable literature on social inequality and education, there is little recent work which explores notions of difference and diversity in relation to "race," class and gender. This edited text aims to bring together researchers in the field of education located across many international contexts such as the UK, Australia, USA, New Zealand and Europe. Contributors investigate the ways in which dominant perspectives on "difference," intersectionality and institutional structures underpin and reinforce educational inequality in schools and higher education. They emphasize the importance of international perspectives and innovative methodological approaches to examining these areas, and seek to locate the dimensions of difference within recent theoretical discourses, with an emphasis on "race," class and gender as key categories of analysis.