- Distinguished Sustainability Scientist, Julie Ann Wrigley Global Institute of Sustainability
- President’s Professor and Borderlands Professor of Indigenous Education and Justice, School of Social Transformation, College of Liberal Arts and Sciences
- Associate Director, School of Social Transformation, College of Liberal Arts and Sciences
- Special Advisor to the President on American Indian Affairs, Office of the President, Arizona State University
- Director, Center for Indian Education, Arizona State University
Bryan McKinley Jones Brayboy (Lumbee) is President's Professor and Borderlands Professor of Indigenous Education and Justice in the School of Social Transformation at Arizona State University, where he currently serves as Associate Director. At ASU, he is Special Advisor to the President on American Indian Affairs, Director of the Center for Indian Education and co-editor of the Journal of American Indian Education. He serves as affiliate faculty with the Mary Lou Fulton Teachers College, American Indian Studies, and the Department of English.
His research focuses on the experiences of Indigenous students, staff, and faculty in institutions of higher education, Indigenous Knowledge Systems, and Indigenous Research Methodologies. He is the author of almost 70 scholarly documents and has been awarded over $12 million from the U.S. Department of Education, the National Science Foundation, and the Ford, Mellon, and Spencer Foundations.
From 2007-2012, he was Visiting President’s Professor of Indigenous Education at the University of Alaska Fairbanks. In the last 15 years, he and his team have created programs in Alaska, Arizona, and Utah that have prepared over 135 Indigenous teachers, most of whom are still teaching in Indian Country.
- MS, Intercultural Communication, University of Pennsylvania, 1995
- MAT, Secondary Social Studies, Trinity College, 1993
- BA, Political Science, University of North Carolina-Chapel Hill, 1990
- PhD (with highest distinction), University of Pennsylvania
Brayboy, B. M. and E. Sumida Huaman. 2016. A journey to higher education: Origins of an Indigenous doctoral program. Journal of American Indian Education 55(3):134-147. DOI: 10.5749/jamerindieduc.55.3.0134. (link )
Brayboy, B. M. and E. Sumida Huaman. 2016. Editors' introduction: An introduction to the Pueblo Doctoral Cohort. Journal of American Indian Education 55(3):1-4. DOI: 10.5749/jamerindieduc.55.3.0001. (link )
Brayboy, B. M., S. C. Faircloth, T. S. Lee, M. J. Maaka and T. A. Richardson. 2015. Sovereignty and education: An overview of the unique nature of indigenous education. Journal of American Indian Education 54(1):1-9. (link )
Brayboy, B. M. and M. J. Maaka. 2015. K-12 achievement for indigenous students. Journal of American Indian Education 54(1):63-98. (link )
Brayboy, B. M., J. A. Solyom and A. E. Castagno. 2015. Indigenous peoples in higher education. Journal of American Indian Education 54(1):154-186. (link )
Chin, J., N. Bustamante, J. A. Solyom and B. M. Brayboy. 2015. Terminus amnesia: Cherokee freedmen, citizenship, and education. Theory Into Practice 55(1):28-38. DOI: 10.1080/00405841.2016.1116870. (link )
Brayboy, B. M. 2014. Culture, place, and power: Engaging the histories and possibilities of American Indian education. History of Education Quarterly 54(3):395-402. DOI: 10.1111/hoeq.12075. (link )
Brayboy, B. M., A. E. Castagno and J. A. Solyom. 2014. Looking into the hearts of Native peoples: Nation building as an institutional orientation for graduate education. American Journal of Education 120(4):575-596. DOI: 10.1086/676908. (link )
Brayboy, B. M. 2013. Tidemarks and legacies: Building on the past and moving to the future. Anthropology & Education Quarterly 44(1):1-10. DOI: 10.1111/aeq.12001. (link )
Solyom, J. A. and B. M. Brayboy. 2011. Memento Mori: Policing the minds and bodies of Indigenous Latinas/os in Arizona. Califormia Western International Law Journal 42(2):Art. 13. (link )
Brayboy, B. M. and A. E. Castagno. 2009. Self-determination through self-education: Culturally responsive schooling for Indigenous students in the USA. Teaching Education 20(1):31-53. DOI: 10.1080/10476210802681709. (link )
Brayboy, B. M. and E. Maughan. 2009. Indigenous knowledges and the story of the bean. Harvard Educational Review 79(1):1-21. (link )
Brayboy, B. M. and A. E. Castagno. 2008. How might Native science inform "informal science learning"?. Cultural Studies of Science Education 3(3):731-750. DOI: 10.1007/s11422-008-9125-x. (link )
Brayboy, B. M. and A. E. Castagno. 2008. Indigenous knowledges and Native science as partners: A rejoinder. Cultural Studies of Science Education 3(3):787-791. DOI: 10.1007/s11422-008-9142-9. (link )
Castagno, A. E. and B. M. Brayboy. 2008. Culturally responsive schooling for Indigenous youth: A review of the literature. Review of Educational Research 78(4):941-993. DOI: 10.3102/0034654308323036. (link )
Brayboy, B. M. 2007. The lives and work of Beatrice Medicine and Vine Deloria Jr.. Anthropology & Education Quarterly 38(3):231-238. DOI: 10.1525/aeq.2007.38.3.231. (link )
Brayboy, B. M., A. E. Castagno and E. Maughan. 2007. Chapter 6 Equality and justice for all? Examing race in education scholarship. Review of Research in Education 31(1):159-194. DOI: 10.3102/0091732X07300046159. (link )
Jennings, M. E., G. W. Noblit, B. M. Brayboy and S. Cozart. 2007. Accountability and abdication: School reform and urban school districts in the era of accountability. Educational Foundations 21(3-4):27-38. (link )
Bartlett, L. and B. M. Brayboy. 2005. Race and schooling: Theories and ethnographies. The Urban Review 37(5):361-374. DOI: 10.1007/s11256-005-0021-3. (link )
Brayboy, B. M. 2005. Toward a tribal critical race theory in education. The Urban Review 37(5):425-446. DOI: 10.1007/s11256-005-0018-y. (link )
Brayboy, B. M. 2005. Transformational resistance and social justice: American Indians in Ivy League universities. Anthropology & Education Quarterly 36(3):193-211. (link )
Brayboy, B. M. 2004. Hiding in the ivy: American Indian students and visibility in elite educational settings. Harvard Educational Review 74(2):125-152. (link )
Brayboy, B. M. 2003. The implementation of diversity in predominantly white colleges and universities. Journal of Black Studies 34(1):72-86. DOI: 10.1177/0021934703253679. (link )
Gallegos, B., S. Villenas and B. M. Brayboy. 2003. Introduction: Indigenous identities in the New Diaspora. Educational Studies 34(2):143-146.
Brayboy, B. M. 2000. The Indian and the researcher: Tales from the field. International Journal of Qualitative Studies in Education 13(4):415-426. DOI: 10.1080/095183900413368. (link )
Brayboy, B. M. and D. Deyhle. 2000. Insider-outsider: Researchers in American Indian communities. Theory Into Practice 39(3):163-169. (link )
Sumida Huaman, E. and B. M. Brayboy eds. 2017. Indigenous Innovations in Higher Education: Local Knowledge and Critical Research. Sense Publishers. Rotterdam, The Netherlands. ISBN: 978-94-6351-013-4.
Brayboy, B. M., A. J. Fann, A. E. Castagno and J. A. Solyom. 2012. Postsecondary Education for American Indian and Alaska Natives: Higher Education for Nation Building and Self-Determination: ASHE Higher Education Report 37:5. Wiley. ISBN: 978-1-118-33883-4.
Gallegos, B., S. Villenas and B. M. Brayboy eds. 2003. Indigenous Education in the Americas: Diasporic Identities, Epistemologies, and Postcolonial Spaces. Routledge. ISBN: 978-0805895872.
Sumida Huaman, E. and B. M. Brayboy. 2017. Concluding thoughts. Pp. 219-220 In: Sumida Huaman, E. and B. M. Brayboy eds., Indigenous Innovations in Higher Education: Local Knowledge and Critical Research. Sense Publishers. Rotterdam, The Netherlands. ISBN: 978-94-6351-013-4.
Sumida Huaman, E. and B. M. Brayboy. 2017. Indigenous peoples and academe: Building learning spaces through innovative education practices. Pp. 3-20 In: Sumida Huaman, E. and B. M. Brayboy eds., Indigenous Innovations in Higher Education: Local Knowledge and Critical Research. Sense Publishers. Rotterdam, The Netherlands. ISBN: 978-94-6351-013-4.
Brayboy, B. M. 2015. Views on Indigenous leadership. Pp. 49-58 In: Minthorn, R. S. and A. F. Chavez eds., Indigenous Leadership in Higher Education. Routledge. New York, NY. ISBN: 978-1138810600.
Abrams, E., L. D. Yore, M. Bang, B. M. Brayboy, A. E. Castagno, J. Kidman, H. Lee, M. G. Villanueva, M. H. Wang, P. Webb and C. Yen. 2014. Culturally relevant schooling in science for Indigenous learners worldwide: Stressing the all in science literacy for all. Pp. 671-696 In: Lederman, N. G. and S. K. Abell eds., Handbook of Research on Science Education. Vol II. Routledge. New York, NY. ISBN: 978-0415629553.
Brayboy, B. M. 2014. Indigenous peoples in the racial battle land. Pp. 45-58 In: Fasching-Varner, K., K. A. Albert, R. W. Mitchell and C. Allen eds., Racial Battle Fatigue in Higher Education: Exposing the Myth of Post-Racial America. Rowman & Littlefield. New York, NY. ISBN: 978-1-4422-2981-5.
Brayboy, B. M. 2013. Tribal critical race theory: An orgin story and future directions. Pp. 88-100 In: Lynn, M. and A. D. Dixson eds., Handbook of Critical Race Theory in Education. Routledge. New York, NY. ISBN: 978-0415899963.
Brayboy, B. M. 2011. Toward a tribal critical race theory in education. Pp. 896-910 In: Harper, S. R. and S. Hurtado eds., Racial and Ethnic Diversity in Higher Education. Pearson Learning Solutions. ISBN: 978-0558848576.
Brayboy, B. M. and A. E. Castagno. 2011. Indigenous millennial students in higher education. Pp. 137-156 In: Bonner II, F. A., A. F. Marbley and M. F. Howard-Hamilton eds., Diverse Millennial Studies in College: Implications for Faculty and Student Affairs. Stylus Publishing, LLC. Sterling, VA. ISBN: 978-1579224479.
Brayboy, B. M., H. R. Gough, H. Leonard, R. F. Roehl II and J. A. Solyom. 2011. Reclaiming scholarship: Critical Indigenous research methodologies. Pp. 423-450 In: Lapan, S. D., M. T. Quartaroli and F. J. Riemer eds., Qualitative Research: An Introduction to Methods and Designs. John Wiley & Sons, Inc. San Francisco, CA. ISBN: 978-0470548004.
Brayboy, B. M. and T. L. McCarty. 2010. Indigenous knowledges and social justice pedagogy. Pp. 184-200 In: Chapman, T. K. and N. Hobbel eds., Social Justice Pedagogy Across the Curriculum: The Practice of Freedom. Routledge. New York, NY. ISBN: 978-0415806046.
Brayboy, B. M. 2008. Yakkity yak' and 'talking back': An examination of sites of survivance in Indigenous Knowledge. Pp. 339-346 In: Villegas, M., S. R. Neugebauer and K. R. Venegas eds., Indigenous Knowledge and Education: Sites of Struggle, Strength, and Survivance. Harvard Education Publishing Group. Cambridge, MA. ISBN: 978-0916690489.
Brayboy, B. M., A. E. Castagno and E. Maughan. 2008. Indigenous epistemologies and the neoliberal view of higher education. Pp. 172-192 In: Canaan, J. E. and W. Shumar eds., Structure and Agency in the Neoliberal University. Routledge. New York, NY. ISBN: 978-0415956727.
Kafai, Y., K. Searle, C. Martinez and B. Brayboy. 2014. Ethnocomputing with electronic textiles: Culturally response open design to broaden participation in computing in American Indian youth and communities. Pp. 241-246 Proceedings of the 45th ACM Technical Symposium on Computer Science Education. SIGCES '14. New York, NY. (link )