Bryan Mckinley Jones Brayboy
Datos Biográficos
| ID | 108013 |
|---|---|
| NOMBRE | Bryan Mckinley Jones Brayboy |
| NOMBRES | Bryan Mckinley Jones |
| APELLIDO | Brayboy |
| FIRMA | BRAYBOY B M J |
| AFILIACIONES | University of Utah |
| ORCID | 0000-0002-5540-6265 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 28 |
| TOTAL DE CITAS | 498 |
| TOTAL COMO AUTOR | 28 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 1998 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 7 |
Mccarty, Teresa L.
Born and raised in Columbus, Ohio, Teresa McCarty is the daughter of a high school English teacher and a homemaker and office manager, and the great‐granddaughter of Irish immigrants.
Reflections on Anthropologists of Education as Change Agents
Ethnographic methods
American anthropology is engaged in significant self-reckonings that call for big changes to how anthropology is practiced. These include (1) recognizing and taking seriously the demands to decolonize the ways research is done, (2) addressing precarious employment in academic anthropology, and (3) creating a discipline better positioned to respond to urgent societal needs. A central role for ethnographic methods training is a thread that runs thr…
A response to Bradley Levinson
I appreciate the opportunity to engage in a written scholarly dialogue with an article based on the remarks that were part of Bradley Levinson's presidential address in November 2016. My engagement here is not only with the submitted article; it also includes a few other data points. These include my in-person attendance at the address in 2016 as well as additional correspondence between the years 2017 and 2018 with the author. That correspondenc…
Ethnographic Methods Training Norms and Practices and the Future of American Anthropology
American Anthropology is engaged in significant self-reckonings that call for big changes to how anthropology is practiced. These include (1) recognizing and taking seriously the demands to decolonize the ways research is done; (2) addressing precarious employment in academic anthropology; and (3) creating a discipline better positioned to respond to urgent societal needs. A central role for ethnographic methods training is a thread that runs thr…
Teaching Ethnographic Methods
Ethnography is a core methodology in anthropology and other disciplines. Yet, there is currently no scholarly consensus on how to teach ethnographic methods—or even what methods belong in the ethnographic toolkit. We report on a systematic analysis of syllabi to gauge how ethnographic methods are taught in the United States. We analyze 107 methods syllabi from a nationally elicited sample of university faculty who teach ethnography. Systematic co…
Teaching Ethnographic Methods for Cultural Anthropology
Historically, ethnographic methods were learned by cultural anthropology students in individual research projects. This approach creates challenges for teaching in ways that respond to the next generation’s calls to decenter anthropology’s White, heteropatriarchal voices and engage in collaborative community-based research. Analyzing syllabi from 107 ethnographic methods training courses from the United States, we find the tradition of the “lone …
Culturally Responsive, Sustaining, and Revitalizing Pedagogies
We examine culturally relevant/responsive pedagogy (CRP) and its extensions–culturally based and culturally sustaining and revitalizing pedagogy–focusing on Native American/Indigenous education. Teasing out the roots of these pedagogies in Indigenous education systems, we follow their “footprints” in contemporary education practices. How might these models of Indigenous CRP help nurture diverse learner assets, foster students’ critical engagement…
Computing for all
Given the increased need for broadening participation in computing, there must be a focus not just on providing culturally relevant content but also on building accessible and inclusive computational tools. Most efforts to design culturally responsive computational tools redesign surface features, often through making nominal changes to add cultural meaning, yet the deeper structural design remains largely intact. We take a critical perspective t…
“On the Development of Terrortory”
Deploying Indigenous imagery without including Indigenous peoples perpetuates the idea that these communities are of the past, erasing them from the present. Here, the authors explain it as “terrortory”, or the lawful use of fear and violence to alienate peoples and land for power
Why Don't More Indians Do Better in School? The Battle between U.S. Schooling & American Indian/Alaska Native Education
American Indian/Alaska Native education – the training for life of children, adolescents, and adults – has been locked in battle for centuries with colonial schooling, which continues to the present day. Settler societies have used schools to “civilize” Indigenous peoples and to train Native peoples in subservience while dispossessing them of land. Schools are the battlegrounds of American Indian education in which epistemologies, ontologies, axi…
Unfolding Futures
In the summer and autumn of 2016, American Indian people1 (re)entered American political consciousness in ways not seen since the takeover of the South Dakota village of Wounded Knee in 1973. Wounded Knee featured a seventy-one-day siege, the mobilization of the American military against Indian activists, and copious media reportage; and it came on the heels of the 1972 takeover of the Bureau of Indian Affairs in Washington, D.C., the seizure and…
A Journey to Higher Education
Bryan McKinley Jones Brayboy, Elizabeth Sumida Huaman, A Journey to Higher Education: Origins of an Indigenous Doctoral Program, Journal of American Indian Education, Vol. 55, No. 3 (Fall 2016), pp. 134-147
Terminus Amnesia
In 2007, the Cherokee Nation of Oklahoma amended its constitution to limit membership to only those who can trace lineal descent to an individual listed as Cherokee by Blood on the final Dawes Rolls. This exercise of sovereignty paradoxically ties the Dawes Rolls, the colonial instruments used to divide the lands and peoples of the Cherokee Nation, and self-determination. In the process, it effectively disenrolls Cherokee Freedmen, the descendant…
Culture, Place, and Power
I am honored and humbled to have the opportunity to consider the role of history and its relationship to “American Indian education” in this special issue of the History of Education Quarterly. Before I offer some commentary and ideas, I want to offer a caveat—or a confession—that should inform the way my paper is read. My caveat/confession is that I am not a historian, let alone a historian of education. Instead, I am an “Indigenous” anthropolog…
Tidemarks and Legacies
In this address, I ask a number of questions including: What are the tidemarks of our time? In response, I make three points. First, we live in a neoliberal world driven by the myth of disinterested markets. Second, CAE and its leadership has always been interested in issues of social justice. Third, I argue that relationships are a vital part of the work of educational anthropologists
Self‐determination through self‐education
In this article, we outline culturally responsive schooling (CRS) for Indigenous youth and situate this concept within a larger history of US federal and community‐based efforts to educate Indigenous youth in the USA. We examine what we know from the research literature about the impacts of CRS among US Indigenous youth. In exploring the research, we rely on national datasets of Indigenous youth's achievement on standardized tests, qualitative ap…
Indigenous Knowledges and the Story of the Bean
In this article, Bryan McKinley Jones Brayboy and Emma Maughn explore epistemic tensions within an Indigenous teacher preparation program where students question Western systems for creating, producing, reproducing, and valuing knowledge. Grounding their argument in a rich understanding of Indigenous Knowledge Systems,the authors advocate for an approach to training Indigenous teachers that recognizes the power of Indigenous Knowledge Systems, co…
No Anthropologist Left Behind? Reclaiming an Anthropological Voice in Education Policy Reform
Culturally Responsive Schooling for Indigenous Youth
This article reviews the literature on culturally responsive schooling (CRS) for Indigenous youth with an eye toward how we might provide more equitable and culturally responsive education within the current context of standardization and accountability. Although CRS for Indigenous youth has been advocated for over the past 40 years, schools and classrooms are failing to meet the needs of Indigenous students. The authors suggest that although the…
The Lives and Work of Beatrice Medicine and Vine Deloria Jr
In this article, we offer a tribute to the memories of Dr. Beatrice Medicine and Dr. Vine Deloria Jr., two of the most revered and celebrated Indigenous educators. We describe the legacy these scholars leave as one that calls on Indigenous communities to survive by both fighting against ongoing colonization and pursuing individual and communal well-being. We respond to reflections offered by Troy Richardson, Donna Deyhle, and Teresa McCarty in th…
Race and Schooling
Toward a Tribal Critical Race Theory in Education
Transformational Reistance and Social Justice
The Implementation of Diversity in Predominantly White Colleges and Universities
Across America, colleges and universities have appropriated the language of diversity as a way of signaling their commitment to faculty and students of color. This article argues that language of diversity and efforts to implement diversity are bound to fail in the absence of an institutional commitment to incorporating strategies for diversity into their research, teaching, and service missions. The research for this article relies heavily on in…
Toward a Tribal Critical Race Theory in Education
Insider-Outsider
2000). Insider-Outsider: Researchers in American Indian Communities. Theory Into Practice: Vol. 39, Getting Good Qualitative Data to Improve Eduational Practice, pp. 163-169
Transformational Reistance and Social Justice
The Indian and the researcher
Conducting research in "native" communities is difficult. This article examines the tensions faced by an Indigenous researcher attempting to balance his identity as an Indian with his identity as an academic. Relying on field journals and personal experiences of change, the researcher explores how his attitudes toward the research participants and theories of authenticity changed over a period of time. Ultimately, there must be a way for Indigeno…
Unfolding Futures
In the summer and autumn of 2016, American Indian people1 (re)entered American political consciousness in ways not seen since the takeover of the South Dakota village of Wounded Knee in 1973. Wounded Knee featured a seventy-one-day siege, the mobilization of the American military against Indian activists, and copious media reportage; and it came on the heels of the 1972 takeover of the Bureau of Indian Affairs in Washington, D.C., the seizure and…
Tidemarks and Legacies
In this address, I ask a number of questions including: What are the tidemarks of our time? In response, I make three points. First, we live in a neoliberal world driven by the myth of disinterested markets. Second, CAE and its leadership has always been interested in issues of social justice. Third, I argue that relationships are a vital part of the work of educational anthropologists
Why Don't More Indians Do Better in School? The Battle between U.S. Schooling & American Indian/Alaska Native Education
American Indian/Alaska Native education – the training for life of children, adolescents, and adults – has been locked in battle for centuries with colonial schooling, which continues to the present day. Settler societies have used schools to “civilize” Indigenous peoples and to train Native peoples in subservience while dispossessing them of land. Schools are the battlegrounds of American Indian education in which epistemologies, ontologies, axi…
Teaching Ethnographic Methods for Cultural Anthropology
Historically, ethnographic methods were learned by cultural anthropology students in individual research projects. This approach creates challenges for teaching in ways that respond to the next generation’s calls to decenter anthropology’s White, heteropatriarchal voices and engage in collaborative community-based research. Analyzing syllabi from 107 ethnographic methods training courses from the United States, we find the tradition of the “lone …
Ethnographic methods
American anthropology is engaged in significant self-reckonings that call for big changes to how anthropology is practiced. These include (1) recognizing and taking seriously the demands to decolonize the ways research is done, (2) addressing precarious employment in academic anthropology, and (3) creating a discipline better positioned to respond to urgent societal needs. A central role for ethnographic methods training is a thread that runs thr…
Terminus Amnesia
In 2007, the Cherokee Nation of Oklahoma amended its constitution to limit membership to only those who can trace lineal descent to an individual listed as Cherokee by Blood on the final Dawes Rolls. This exercise of sovereignty paradoxically ties the Dawes Rolls, the colonial instruments used to divide the lands and peoples of the Cherokee Nation, and self-determination. In the process, it effectively disenrolls Cherokee Freedmen, the descendant…
Culture, Place, and Power
I am honored and humbled to have the opportunity to consider the role of history and its relationship to “American Indian education” in this special issue of the History of Education Quarterly. Before I offer some commentary and ideas, I want to offer a caveat—or a confession—that should inform the way my paper is read. My caveat/confession is that I am not a historian, let alone a historian of education. Instead, I am an “Indigenous” anthropolog…
Race and Schooling
The Lives and Work of Beatrice Medicine and Vine Deloria Jr
In this article, we offer a tribute to the memories of Dr. Beatrice Medicine and Dr. Vine Deloria Jr., two of the most revered and celebrated Indigenous educators. We describe the legacy these scholars leave as one that calls on Indigenous communities to survive by both fighting against ongoing colonization and pursuing individual and communal well-being. We respond to reflections offered by Troy Richardson, Donna Deyhle, and Teresa McCarty in th…
No Anthropologist Left Behind? Reclaiming an Anthropological Voice in Education Policy Reform
First Person, First Peoples
First Person, First Peoples: Native American College Graduates Tell Their Life Stories. Andrew Garrod and Colleen Larrimore, eds. Ithaca, NY: Cornell University Press, 1997. 250 pp
The Indian and the researcher
Conducting research in "native" communities is difficult. This article examines the tensions faced by an Indigenous researcher attempting to balance his identity as an Indian with his identity as an academic. Relying on field journals and personal experiences of change, the researcher explores how his attitudes toward the research participants and theories of authenticity changed over a period of time. Ultimately, there must be a way for Indigeno…
Insider-Outsider
2000). Insider-Outsider: Researchers in American Indian Communities. Theory Into Practice: Vol. 39, Getting Good Qualitative Data to Improve Eduational Practice, pp. 163-169
The Implementation of Diversity in Predominantly White Colleges and Universities
Across America, colleges and universities have appropriated the language of diversity as a way of signaling their commitment to faculty and students of color. This article argues that language of diversity and efforts to implement diversity are bound to fail in the absence of an institutional commitment to incorporating strategies for diversity into their research, teaching, and service missions. The research for this article relies heavily on in…
Race and Schooling
Toward a Tribal Critical Race Theory in Education
Transformational Reistance and Social Justice
The Lives and Work of Beatrice Medicine and Vine Deloria Jr
In this article, we offer a tribute to the memories of Dr. Beatrice Medicine and Dr. Vine Deloria Jr., two of the most revered and celebrated Indigenous educators. We describe the legacy these scholars leave as one that calls on Indigenous communities to survive by both fighting against ongoing colonization and pursuing individual and communal well-being. We respond to reflections offered by Troy Richardson, Donna Deyhle, and Teresa McCarty in th…
Culturally Responsive Schooling for Indigenous Youth
This article reviews the literature on culturally responsive schooling (CRS) for Indigenous youth with an eye toward how we might provide more equitable and culturally responsive education within the current context of standardization and accountability. Although CRS for Indigenous youth has been advocated for over the past 40 years, schools and classrooms are failing to meet the needs of Indigenous students. The authors suggest that although the…
Self‐determination through self‐education
In this article, we outline culturally responsive schooling (CRS) for Indigenous youth and situate this concept within a larger history of US federal and community‐based efforts to educate Indigenous youth in the USA. We examine what we know from the research literature about the impacts of CRS among US Indigenous youth. In exploring the research, we rely on national datasets of Indigenous youth's achievement on standardized tests, qualitative ap…
Indigenous Knowledges and the Story of the Bean
In this article, Bryan McKinley Jones Brayboy and Emma Maughn explore epistemic tensions within an Indigenous teacher preparation program where students question Western systems for creating, producing, reproducing, and valuing knowledge. Grounding their argument in a rich understanding of Indigenous Knowledge Systems,the authors advocate for an approach to training Indigenous teachers that recognizes the power of Indigenous Knowledge Systems, co…
No Anthropologist Left Behind? Reclaiming an Anthropological Voice in Education Policy Reform
Tidemarks and Legacies
In this address, I ask a number of questions including: What are the tidemarks of our time? In response, I make three points. First, we live in a neoliberal world driven by the myth of disinterested markets. Second, CAE and its leadership has always been interested in issues of social justice. Third, I argue that relationships are a vital part of the work of educational anthropologists
Culture, Place, and Power
I am honored and humbled to have the opportunity to consider the role of history and its relationship to “American Indian education” in this special issue of the History of Education Quarterly. Before I offer some commentary and ideas, I want to offer a caveat—or a confession—that should inform the way my paper is read. My caveat/confession is that I am not a historian, let alone a historian of education. Instead, I am an “Indigenous” anthropolog…
A Journey to Higher Education
Bryan McKinley Jones Brayboy, Elizabeth Sumida Huaman, A Journey to Higher Education: Origins of an Indigenous Doctoral Program, Journal of American Indian Education, Vol. 55, No. 3 (Fall 2016), pp. 134-147
Terminus Amnesia
In 2007, the Cherokee Nation of Oklahoma amended its constitution to limit membership to only those who can trace lineal descent to an individual listed as Cherokee by Blood on the final Dawes Rolls. This exercise of sovereignty paradoxically ties the Dawes Rolls, the colonial instruments used to divide the lands and peoples of the Cherokee Nation, and self-determination. In the process, it effectively disenrolls Cherokee Freedmen, the descendant…
Why Don't More Indians Do Better in School? The Battle between U.S. Schooling & American Indian/Alaska Native Education
American Indian/Alaska Native education – the training for life of children, adolescents, and adults – has been locked in battle for centuries with colonial schooling, which continues to the present day. Settler societies have used schools to “civilize” Indigenous peoples and to train Native peoples in subservience while dispossessing them of land. Schools are the battlegrounds of American Indian education in which epistemologies, ontologies, axi…
Unfolding Futures
In the summer and autumn of 2016, American Indian people1 (re)entered American political consciousness in ways not seen since the takeover of the South Dakota village of Wounded Knee in 1973. Wounded Knee featured a seventy-one-day siege, the mobilization of the American military against Indian activists, and copious media reportage; and it came on the heels of the 1972 takeover of the Bureau of Indian Affairs in Washington, D.C., the seizure and…
“On the Development of Terrortory”
Deploying Indigenous imagery without including Indigenous peoples perpetuates the idea that these communities are of the past, erasing them from the present. Here, the authors explain it as “terrortory”, or the lawful use of fear and violence to alienate peoples and land for power
Culturally Responsive, Sustaining, and Revitalizing Pedagogies
We examine culturally relevant/responsive pedagogy (CRP) and its extensions–culturally based and culturally sustaining and revitalizing pedagogy–focusing on Native American/Indigenous education. Teasing out the roots of these pedagogies in Indigenous education systems, we follow their “footprints” in contemporary education practices. How might these models of Indigenous CRP help nurture diverse learner assets, foster students’ critical engagement…
Computing for all
Given the increased need for broadening participation in computing, there must be a focus not just on providing culturally relevant content but also on building accessible and inclusive computational tools. Most efforts to design culturally responsive computational tools redesign surface features, often through making nominal changes to add cultural meaning, yet the deeper structural design remains largely intact. We take a critical perspective t…
Teaching Ethnographic Methods
Ethnography is a core methodology in anthropology and other disciplines. Yet, there is currently no scholarly consensus on how to teach ethnographic methods—or even what methods belong in the ethnographic toolkit. We report on a systematic analysis of syllabi to gauge how ethnographic methods are taught in the United States. We analyze 107 methods syllabi from a nationally elicited sample of university faculty who teach ethnography. Systematic co…
Teaching Ethnographic Methods for Cultural Anthropology
Historically, ethnographic methods were learned by cultural anthropology students in individual research projects. This approach creates challenges for teaching in ways that respond to the next generation’s calls to decenter anthropology’s White, heteropatriarchal voices and engage in collaborative community-based research. Analyzing syllabi from 107 ethnographic methods training courses from the United States, we find the tradition of the “lone …
A response to Bradley Levinson
I appreciate the opportunity to engage in a written scholarly dialogue with an article based on the remarks that were part of Bradley Levinson's presidential address in November 2016. My engagement here is not only with the submitted article; it also includes a few other data points. These include my in-person attendance at the address in 2016 as well as additional correspondence between the years 2017 and 2018 with the author. That correspondenc…
Ethnographic Methods Training Norms and Practices and the Future of American Anthropology
American Anthropology is engaged in significant self-reckonings that call for big changes to how anthropology is practiced. These include (1) recognizing and taking seriously the demands to decolonize the ways research is done; (2) addressing precarious employment in academic anthropology; and (3) creating a discipline better positioned to respond to urgent societal needs. A central role for ethnographic methods training is a thread that runs thr…
Sociology (22 obras) · Political science (14 obras) · Law (12 obras) · Indigenous (11 obras) · Anthropology (10 obras) · Gender Studies (8 obras) · Indigenous and Place-Based Education (8 obras) · Pedagogy (8 obras) · Social science (7 obras) · Educator Training and Historical Pedagogy (6 obras)