Leveraging Tribal Court Judgments in Your Practice
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Preserving Native American Families in New Mexico
Preserving Native American Families in New Mexico The Indian Child Welfare Act & The Adoption & Safe Families Act A Resource for Judges, Attorneys, Social Workers, Child Advocates, and Others Who Work with Children and Families Introduction Native Americans in New Mexico live in 19 Pueblos, two Apache Tribes, and the Navajo Nation, as well as off-reservation throughout the state, especially in Albuquerque, Farmington, and Gallup. Overall, Native Americans represent nearly 10% of our population. The Pueblos, Tribes, and Nations in New Mexico – each of which is a sovereign, self-governing entity – vary considerably from one another in language, government, judicial structure, custom, and tradition. The National Council of Juvenile and Family Court Judges, in their Native American Resource Directory, acknowledges that it is difficult to generalize about Native American cultural traditions or customs, recommending that judges and others who wish to know more seek information directly from local tribal authorities. Appropriately addressing the needs of Indian children who come into the State’s child welfare system because of abuse or neglect has long been a priority of New Mexico’s Courts; the Children, Youth & Families Department; the Court Improvement Project of the New Mexico Supreme Court, and the Tribal-State Judicial Consortium. In addition, the Court Improvement Project and the Tribal-State Judicial Consortium have identified improving outcomes for Indian children in abuse/neglect cases as a primary goal, whether served by Tribal agencies and courts or State agencies and courts. The U.S. Congress recognized the importance of protecting the rights of Indian children and tribes when it passed the Indian Child Welfare Act of 1978 (25 U.S.C. -
Tribal-State Relations
ISSUE BRIEF August 2012 Tribal-State Relations What’s Inside: • Key factors affecting The United States Congress and Tribal governments Tribal-State relations in have articulated the importance of protecting the safety, child welfare permanency, and well-being of American Indian and Alaska • Components of Native children. Through the Indian Child Welfare Act (ICWA) successful Tribal-State of 1978, Congress stated that there is “no resource that is relations more vital to the continued existence and integrity of Indian tribes than their children” (25 U.S.C. Sec. 1901). • Promising practices in Tribal-State relations This brief is intended to help States, Tribes, and related from across the country jurisdictions find ways to work together more effectively to • Conclusion meet the goals of ICWA. • Resources Child Welfare Information Gateway Children’s Bureau/ACYF 1250 Maryland Avenue, SW Eighth Floor Washington, DC 20024 800.394.3366 Email: [email protected] Use your smartphone to http://www.childwelfare.gov access this issue brief online. Tribal-State Relations http://www.childwelfare.gov • State jurisdiction over Tribal affairs, for Key Factors Affecting Tribal- instance, through Public Law 280 (P.L. 280), initially enacted in 1953 in six “mandatory” State Relations in Child Welfare States and other “optional” States in 1968 that elected to assume full or partial State jurisdiction on Indian reservations, and Tribal child welfare has had a particularly eliminating Federal jurisdiction for Indian poignant history in the past century. Country (Gardner & Melton, n.d.) Thousands of Indian children were forcibly removed from their homes, families, and • Tribal-State disagreements, especially those Tribes and placed in boarding schools where that end up in court and result in a “winner” a policy of assimilation left them unable to and a “loser” speak their Native language or participate • Availability of funding for child welfare in their Native culture. -
Indian Women and the Law, 1830 to 1934 Bethany Berger University of Connecticut School of Law
University of Connecticut OpenCommons@UConn Faculty Articles and Papers School of Law 1997 After Pocahontas: Indian Women and the Law, 1830 to 1934 Bethany Berger University of Connecticut School of Law Follow this and additional works at: https://opencommons.uconn.edu/law_papers Part of the Indian and Aboriginal Law Commons Recommended Citation Berger, Bethany, "After Pocahontas: Indian Women and the Law, 1830 to 1934" (1997). Faculty Articles and Papers. 113. https://opencommons.uconn.edu/law_papers/113 +(,121/,1( Citation: 21 Am. Indian L. Rev. 1 1997 Content downloaded/printed from HeinOnline (http://heinonline.org) Tue Aug 16 12:47:23 2016 -- Your use of this HeinOnline PDF indicates your acceptance of HeinOnline's Terms and Conditions of the license agreement available at http://heinonline.org/HOL/License -- The search text of this PDF is generated from uncorrected OCR text. -- To obtain permission to use this article beyond the scope of your HeinOnline license, please use: https://www.copyright.com/ccc/basicSearch.do? &operation=go&searchType=0 &lastSearch=simple&all=on&titleOrStdNo=0094-002X AFTER POCAHONTAS: INDIAN WOMEN AND THE LAW, 1830 TO 1934 Bethany Ruth Berger* Table of Contents I. Introduction . ..................................... 2 II. The Nineteenth Century and Indian Women: Federal Indian Policy and the Cult of True Womanhood ....................... 6 I. Federal and State Governments and Indian Women: As Them- selves, as Mothers, and as Wives ...................... 12 A. The Beginning: Ladiga's Heirs and Indian Women in Their Own Right ...................................... 12 B. Indian Women as Wives and Mothers: Intermarriage and Beyond . ........................................ 22 1. A Not So Brief Note on Intermarriage ................. 23 2. -
INFORMATION PACKET: American Indian Children in Foster Care
INFORMATION PACKET: American Indian Children in Foster Care By Rachel Bennett May 2003 Note: The term “American Indian” is used in this information packet interchangeably with “American Indian/Alaskan Native” solely for purposes of brevity. INFORMATION PACKET American Indian Children in Foster Care Summary Since the first contact with Europeans, American Indians have faced cultural annihilation. Beginning in 1876 the federal government attempted to “civilize” Indian children by mandating their attendance in boarding schools. Generations of Indian children grew up separated from their families, tribes, and cultural traditions. Today, one half of all Indian people were either raised in Indian boarding schools or parented by adults raised in boarding schools (National Indian Child Welfare Association). Historically, child welfare agencies have removed Indian children from their families at drastic rates. A study conducted in the late 1960’s demonstrated that 25-35% of all Indian children were placed in foster homes, adoptive homes, or institutions which far exceeded any other cultural group (Brown, et al, 2001). Ignorance of Indian culture and child-rearing practices, and discrimination due to poverty resulted in placing Indian children in non-Indian homes. In 1969, sixteen states reported that 85% of the Indian children in foster care were not living with Indian families. “These trans-racial placements greatly troubled tribes because they not only jeopardized the continued viability of the tribes themselves but also led to the alienation of Indian children from their unique culture and values” (Brown, et al, p. 10). In 1978 Congress recognized the detrimental effect that such discrimination and misunderstanding was having on tribes and their children. -
Baby Veronica" Case: Current Implementation Problems of the Indian Child Welfare Act
+(,121/,1( Citation: 60 Wayne L. Rev. 307 2014 Content downloaded/printed from HeinOnline (http://heinonline.org) Tue Jan 6 10:20:54 2015 -- Your use of this HeinOnline PDF indicates your acceptance of HeinOnline's Terms and Conditions of the license agreement available at http://heinonline.org/HOL/License -- The search text of this PDF is generated from uncorrected OCR text. -- To obtain permission to use this article beyond the scope of your HeinOnline license, please use: https://www.copyright.com/ccc/basicSearch.do? &operation=go&searchType=0 &lastSearch=simple&all=on&titleOrStdNo=0043-1621 THE "BABY VERONICA" CASE: CURRENT IMPLEMENTATION PROBLEMS OF THE INDIAN CHILD WELFARE ACT JANE BURKE I. INTRODUCTION "Save Veronica" has become a common phrase in the American South over the past year.' It appears on the signs of local businesses,2 is stamped on light purple bracelets, and is the rallying cry for fundraisers, candlelight vigils,5 and cupcake sales on holidays.6 It is the topic of many newspaper articles and television news broadcasts and was recently featured on an episode of the television show "Dr. Phil."7 But who is Veronica and what exactly does she need saving from? Veronica is an Indian baby girl who apparently needs to be saved from the Indian Child Welfare Act (ICWA). She is currently in the middle of a highly-debated custody battle among her biological father, a Native American, his tribe, and her adoptive parents, whom she lived 1. SAVE VERONICA, http://www.saveveronica.org/ (last visited Apr. 9, 2014). 2. Local Repair Shop Joins Fight to 'Save Veronica', ABC NEWS 4 CHARLESTON (Jan. -
How Did Law, Order, and Growth Develop in Oklahoma?
Chapter How did law, order, and growth develop 10 in Oklahoma? Where did the name “Oklahoma” originate? In 1866, the U.S. and Five Civilized Tribes signed the Reconstruction treaties. That was when Choctaw Chief Allen Wright coined the word “Oklahoma.” He made it from two Choctaw words, “okla” and “humma,” meaning “Land of the Red Man.” He meant it for the eastern half of Indian Terri- tory, the home of the five tribes. In later years, however, “Oklaho- ma country” became the common name for the Unassigned Lands. It was 1890 when the western half of the old Indian Territory became the Territory of Oklahoma. What was provisional government? On April 23, 1889, the day after the Land Run, settlers met in Oklahoma City and Guthrie to set up temporary governments. Other towns followed suit. Soon all the towns on the prairie had a type of skeleton government, usually run by a mayor. Homesteaders also chose town marshals and school boards. They chose committees to resolve dispute over land claims. Sur- veyors mapped out Guthrie and Oklahoma City. There were dis- putes about an unofficial government making official property Allen Wright Oklahoma Historical lines, but, later, the surveys were declared legal. Today, they remain the Society basis for land titles in those cities. The temporary or provisional governments were indeed “unof- ficial.” They succeeded only because the majority of people agreed to their authority. Not everyone agreed, however, and crime was hard to control. Often troops from Fort Reno closed the gap between order and disorder. The army’s presence controlled violence enough to keep set- tlers there. -
Ally, the Okla- Homa Story, (University of Oklahoma Press 1978), and Oklahoma: a History of Five Centuries (University of Oklahoma Press 1989)
Oklahoma History 750 The following information was excerpted from the work of Arrell Morgan Gibson, specifically, The Okla- homa Story, (University of Oklahoma Press 1978), and Oklahoma: A History of Five Centuries (University of Oklahoma Press 1989). Oklahoma: A History of the Sooner State (University of Oklahoma Press 1964) by Edwin C. McReynolds was also used, along with Muriel Wright’s A Guide to the Indian Tribes of Oklahoma (University of Oklahoma Press 1951), and Don G. Wyckoff’s Oklahoma Archeology: A 1981 Perspective (Uni- versity of Oklahoma, Archeological Survey 1981). • Additional information was provided by Jenk Jones Jr., Tulsa • David Hampton, Tulsa • Office of Archives and Records, Oklahoma Department of Librar- ies • Oklahoma Historical Society. Guide to Oklahoma Museums by David C. Hunt (University of Oklahoma Press, 1981) was used as a reference. 751 A Brief History of Oklahoma The Prehistoric Age Substantial evidence exists to demonstrate the first people were in Oklahoma approximately 11,000 years ago and more than 550 generations of Native Americans have lived here. More than 10,000 prehistoric sites are recorded for the state, and they are estimated to represent about 10 percent of the actual number, according to archaeologist Don G. Wyckoff. Some of these sites pertain to the lives of Oklahoma’s original settlers—the Wichita and Caddo, and perhaps such relative latecomers as the Kiowa Apache, Osage, Kiowa, and Comanche. All of these sites comprise an invaluable resource for learning about Oklahoma’s remarkable and diverse The Clovis people lived Native American heritage. in Oklahoma at the Given the distribution and ages of studies sites, Okla- homa was widely inhabited during prehistory. -
A Wide Range of Legal Priorities for Tribes in 2020
A Wide Range Of Legal Priorities For Tribes In 2020 By Donald Pongrace, Allison Binney, Jason Hauter and Denise Desiderio (January 15, 2020) As Congress begins its work in the second session of the 116th Congress, tribal nations will be focused on the reauthorization of the Violence Against Women Act and the Special Diabetes Program for Indians and beginning the appropriations process for fiscal year 2021. In the administration, implementation will begin on initiatives aimed at combating the crisis of missing and murdered indigenous persons, while the Treasury Tribal Advisory Committee will continue its focus on tax policy for Indian Country. In the courts, tribal nations are closely watching a challenge to the Indian Donald Pongrace Child Welfare Act, where a rehearing scheduled for Jan. 22 could disturb an earlier ruling that the law is constitutional as a political, not race- based, classification. Tribal nations are also monitoring Oklahoma jurisdiction cases at the U.S. Supreme Court, and Texas v. United States, a challenge to the Affordable Care Act that could impact the Indian Health Care Improvement Act provision of that law. The 2020 presidential election will have a significant impact on the work of both Congress and the administration as the calendar will be compressed leading up to the elections in November. Allison Binney Appropriations Update On Dec. 20, President Donald Trump signed the congressionally passed fiscal year 2020 appropriations bills, thereby avoiding a government shutdown. Both the Indian Health Service and Bureau of Indian Affairs received increases of 4% over fiscal year 2019 spending. At the IHS, a large part of the increase was to cover the growing costs of 105(l) leases. -
Setting the Record Straight: the Indian Child Welfare
Setting the Record Straight: The Indian Child Welfare Act Fact Sheet A publication of the National Indian Child Welfare Association September 2015 In 1978, Congress worked closely with American Indian and Alaska Native (AI/AN) elected officials, child welfare experts, and families whose children had been unnecessarily removed from their homes, to pass the Indian Child Welfare Act of 1978 (ICWA). ICWA was carefully designed to protect AI/AN children and families from unscrupulous and biased child welfare practices and well-documented disregard for AI/AN families and culture held by some courts and attorneys. The Need for ICWA ICWA Implementation Concerns “ICWA helped establish the Child welfare and adoption systems are failing AI/AN Until ICWA is followed, AI/AN children and families will values and practices that have children and families. continue to face discrimination in the child welfare become central to child welfare system, will continue to be removed at alarming rates, practice.” In 1978: and will continue to be placed in risky adoptions. —Casey Family Programs • 25%–35% of all AI/AN children were removed Non-compliance is due to inadequate training, from their homes by state child welfare and misinterpretations of the law, lack of data, and “The ‘best interest of the child’ private adoption agencies. willful ignorance. Common non-compliance with standard is applied in all cases • 85% of AI/AN children removed were placed the key provisions of this federal law includes: under the act.” —Former Senator Byron Dorgan outside of their families and communities— • Failure to identify ICWA-eligible children early even when fit and willing relatives were on and ensure they are receiving the available. -
Implementing and Defending the Indian Child Welfare Act Through Revised State Requirements
Implementing and Defending the Indian Child Welfare Act Through Revised State Requirements CAROLINE M. TURNER* The Indian Child Welfare Act, enacted in 1978, was designed to protect Indian children and enhance the stability of Indian tribes and families. It sets forth minimum federal standards applicable in proceedings involving the termination of parental rights, pre-adoption placement, and adoption placement. From its inception, there has been resistance to the Act’s provi- sions, and opponents now have increased incentive to oppose the legisla- tion on constitutional and other grounds in light of a recent U.S. Supreme Court decision. But the Obama Administration has taken important steps to promote increased and uniform compliance and address a number of lingering implementation issues. The issuances by the Department of the Interior of non-binding guidelines in 2015 and of legislative rules in 2016 are opportunities for states to promptly examine their current practices and standards and voluntarily adopt the guidelines and regulations as enforceable state requirements. New York State is an example of a state that has evidenced support for implementation of the Act, but in a number of respects its current requirements fall short of the federal recommenda- tions and rules. This Note urges states, with jurisdictions such as New York taking a leadership role, to act now to adopt the guidelines and regu- lations. Doing so will conform existing state practices to best practices and federal standards and, importantly, signal a strong commitment to the Act and to the best interests of Indian children, tribes, and families. * Farnsworth Note Competition Winner, 2015–16. -
Indian Territory and the Laws of Tory Was Ready for Statehood
'J'tlli TULSA 1'tUHUNE, TULSA, OKLAHOMA 7 Territory folks ... Continued from page 6 schools were not open to noncitizen children, and non citizens bad no voice in government. ·until 1906. A shrewd political leader he reduced the bitter factionalism among territoriai'Republicans. The start of the avalanche which would destroy the Indian governments came in 1871 when Congr~ss . Al_though_supported by Flynn's group, he was impar passed a bill which stated: " Hereafter, no Indtan bal m makt!lg app<;~intments and in party contests. nation or tribe within the territory of the United States . At one pomt, be 1S quoted as saying to Flynn: "I am shall be acknowledged or recognized as an independent tired of the whole muddle ... It seems to me that there nation, tribe or power, with whom the United States is not a commonwealth in the United States so com may contract by treaty." pletely filled with envious, designing 2 x 4 politicians In other words, the tribes were subject to U.S. laws as is the Territory of Oklahoma." ' and their actions to congressional control. He ~meq~ed a strong leader and by his capable Then, through an act passed in 1889, federal courts admlntstrabon assured Congress that Oklahoma Terri were introduced in Indian Territory and the laws of tory was ready for statehood. Arkansas were extended over the territory in all except Indian courts, which dealt exclusively with Indians. V_EN Ferguson could not escape the party infight-. E mg. In 1905, anti-Flynn Republicans launched a HE FATAL blow fell in 1898 when Congress, over rumor-filled campaign to block his reappointment. -
Allotment in Indian Territory: Student Reading
ALLOTMENT IN INDIAN TERRITORY: STUDENT READING Allotment was the U.S. government’s policy of dividing up communally owned tribal land into individually owned pieces of private property. There were several reasons why advocates for allotment supported the policy. First, many White Americans considered Native American ways of life, including their collective use of land, to be “backward,” believing that individual ownership of private property was an essential element of “civilization” or the assimilation of Native peoples. Second, many thought that Native Americans had too much land and would rather see their lands opened up for White settlement and industries such as railroads, mining, and forestry. Additionally, as Oklahoma and Indian territories were being prepared for statehood, allotment would dissolve the authority of tribal governments and change land ownership from communal to private. Both of those conditions were necessary to turn Indian and Oklahoma territories into a state. Advocates for allotment eventually succeeded in persuading the U.S. government to adopt the policy. In 1887, Congress passed the General Allotment Act, which also became known as the Dawes Act. It was named for Senator Henry Dawes, an ardent supporter of allotment. The Dawes Act allowed tribal land to be surveyed and the area divided into individual parcels that were usually 160 acres or less. Individual Native Americans either were permitted to select pieces of land (personal allotments) for themselves and their children or were assigned tracts by the U.S. government. After designating all necessary allotments, the U.S. government could purchase any land that remained unassigned. As a result, millions of acres were either ceded or sold to the U.S.