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Making a foundational contribution to Mesoamerican studies, this book explores Aztec painted manuscripts and sculptures, as well as indigenous and colonial Spanish texts, to offer the first integrated study of food and ritual in Aztec art.

Aztec painted manuscripts and sculptural works, as well as indigenous and Spanish sixteenth-century texts, were filled with images of foodstuffs and food processing and consumption. Both gods and humans were depicted feasting, and food and eating clearly played a pervasive, integral role in Aztec rituals. Basic foods were transformed into sacred elements within particular rituals, while food in turn gave meaning to the ritual performance.

This pioneering book offers the first integrated study of food and ritual in Aztec art. Elizabeth Morán asserts that while feasting and consumption are often seen as a secondary aspect of ritual performance, a close examination of images of food rites in Aztec ceremonies demonstrates that the presence—or, in some cases, the absence—of food in the rituals gave them significance. She traces the ritual use of food from the beginning of Aztec mythic history through contact with Europeans, demonstrating how food and ritual activity, the everyday and the sacred, blended in ceremonies that ranged from observances of births, marriages, and deaths to sacrificial offerings of human hearts and blood to feed the gods and maintain the cosmic order. Morán also briefly considers continuities in the use of pre-Hispanic foods in the daily life and ritual practices of contemporary Mexico. Bringing together two domains that have previously been studied in isolation, Sacred Consumption promises to be a foundational work in Mesoamerican studies.

Winner, ASLE-UKI Critical Book Prize, 2025
Finalist, Ecocritical Book Award, 2025, Association for the Study of Literature and Environment (ASLE)
Longlisted, Bread and Roses Award for Radical Publishing, 2025

Sampling and Remixing Blackness is a timely and accessible book that examines the social ramifications of cultural borrowing and personal adaptation of Hip-hop culture by non-Black and non-African American Black artists in theater and performance. In a cultural moment where Hip-hop theater hits such as Hamilton offer glimpses of Black popular culture to non-Black people through musical soundtracks, GIFs, popular Hip-hop music, language, clothing, singing styles and embodied performance, people around the world are adopting a Blackness that is at once connected to African American culture--and assumed and shed by artists and consumers as they please. As Black people around the world live a racial identity that is not shed, in a cultural moment of social unrest against anti-blackness, this book asks how such engagements with Hip-hop in performance can be both dangerous and a space for finding cultural allies. Featuring the work of some of the visionaries of Hip-hop theater including Lin-Manuel Miranda, Sarah Jones and Danny Hoch, this book explores the work of groundbreaking Hip-hop theater and performance artists who have engaged Hip-hop's Blackness through popular performance. The book challenges how we understand the performance of race, Hip-hop and Blackness in the age of Instagram, TikTok and Facebook. In a cultural moment where racial identity is performed through Hip-hop culture's resistance to the status quo and complicity in maintaining it, Hodges Persley asks us to consider who has the right to claim Hip-hop's blackness when blackness itself is a complicated mixtape that offers both consent and resistance to transgressive and inspiring acts of performance.

Where culture met classroom—how Alabama’s past shaped its public schools.

Schools in the Landscape offers a richly detailed and deeply contextualized history of public education in Alabama during the transformative half-century following the Civil War. In this groundbreaking study, Edith M. Ziegler examines how localism, cultural tradition, and social conservatism shaped the development of Alabama’s public school system between 1865 and 1915—a period marked by Reconstruction, Redemption, and the entrenchment of racial segregation.

Ziegler explores how Alabama’s rural, economically challenged, and culturally conservative communities influenced the structure and function of public education. Drawing on a wide range of archival sources, she investigates the roles of teachers, schoolhouses, funding mechanisms, and community rituals in shaping educational experiences. The book also delves into the dual system of Black and white schools, highlighting the systemic inequalities and the resilience of African American communities in the face of institutionalized racism.
Through chapters on Progressive Era reforms, local festivals, and the symbolic role of schools in civic life, Ziegler reveals how education in Alabama was not merely a top-down initiative but a deeply local and contested process. Her analysis underscores the importance of understanding regional identity and cultural values in the broader narrative of American educational history.

Schools in the Landscape is essential reading for scholars of Southern history, education policy, and cultural studies, offering a nuanced portrait of how public schooling evolved in one of the nation’s most complex and tradition-bound regions. 

Scholars have long thought that, following the Muslim Golden Age of the medieval era, the Ottoman Empire grew culturally and technologically isolated, losing interest in innovation and placing the empire on a path toward stagnation and decline. Science among the Ottomans challenges this widely accepted Western image of the nineteenth- and early twentieth-century Ottomans as backward and impoverished.

In the first book on this topic in English in over sixty years, Miri Shefer-Mossensohn contends that Ottoman society and culture created a fertile environment that fostered diverse scientific activity. She demonstrates that the Ottomans excelled in adapting the inventions of others to their own needs and improving them. For example, in 1877, the Ottoman Empire boasted the seventh-longest electric telegraph system in the world; indeed, the Ottomans were among the era’s most advanced nations with regard to modern communication infrastructure. To substantiate her claims about science in the empire, Shefer-Mossensohn studies patterns of learning; state involvement in technological activities; and Turkish- and Arabic-speaking Ottomans who produced, consumed, and altered scientific practices. The results reveal Ottoman participation in science to have been a dynamic force that helped sustain the six-hundred-year empire.

In Science and Social Inequality, Sandra Harding makes the provocative argument that the philosophy and practices of today's Western science, contrary to its Enlightenment mission, work to insure that more science will only worsen existing gaps between the best and worst off around the world. She defends this claim by exposing the ways that hierarchical social formations in modern Western sciences encode antidemocratic principles and practices, particularly in terms of their services to militarism, the impoverishment and alienation of labor, Western expansion, and environmental destruction. The essays in this collection--drawing on feminist, multicultural, and postcolonial studies--propose ways to reconceptualize the sciences in the global social order. 

At issue here are not only social justice and environmental issues but also the accuracy and comprehensiveness of our understandings of natural and social worlds. The inadvertent complicity of the sciences with antidemocratic projects obscures natural and social realities and thus blocks the growth of scientific knowledge. Scientists, policy makers, social justice movements and the consumers of scientific products (that is, the rest of us) can work together and separately to improve this situation.

Science in Latin America has roots that reach back to the information gathering and recording practices of the Maya, Aztec, and Inca civilizations. Spanish and Portuguese conquerors and colonists introduced European scientific practices to the continent, where they hybridized with local traditions to form the beginnings of a truly Latin American science. As countries achieved their independence in the nineteenth century, they turned to science as a vehicle for modernizing education and forwarding "progress." In the twentieth century, science and technology became as omnipresent in Latin America as in the United States and Europe. Yet despite a history that stretches across five centuries, science in Latin America has traditionally been viewed as derivative of and peripheral to Euro-American science.

To correct that mistaken view, this book provides the first comprehensive overview of the history of science in Latin America from the sixteenth century to the present. Eleven leading Latin American historians assess the part that science played in Latin American society during the colonial, independence, national, and modern eras, investigating science's role in such areas as natural history, medicine and public health, the eighteenth-century Enlightenment, politics and nation-building, educational reform, and contemporary academic research. The comparative approach of the essays creates a continent-spanning picture of Latin American science that clearly establishes its autonomous history and its right to be studied within a Latin American context.