Ablavsky and Berger on Birthright Citizenship and Elk v. Wilkins

Gregory Ablavsky and Bethany Berger have posted “Subject to the Jurisdiction Thereof: The Indian Law Context,” forthcoming in the NYU Law Review Online, on SSRN.

Here is the abstract:

Section 1 of the Fourteenth Amendment provides that “All persons born or naturalized in the United States, and subject to the jurisdiction thereof, are citizens of the United States and of the State wherein they reside.”  Much of the debate over the meaning of this provision in the nineteenth century, especially what it meant to be “subject to the jurisdiction” of the United States, concerned the distinctive status of Native peoples—who were largely not birthright citizens even though born within the borders of United States.  

It is unsurprising, then, that the Trump Administration and others have seized on these precedents in their attempt to unsettle black-letter law on birthright citizenship. But their arguments that this history demonstrates that jurisdiction meant something other than its ordinary meaning at the time—roughly, the power to make, decide, and enforce law—are anachronistic and wrong. They ignore the history of federal Indian law.

For most of the first century of the United States, the unique status of Native nations as quasi-foreign entities was understood to place these nations’ internal affairs beyond Congress’s legislative jurisdiction. By the 1860s, this understanding endured within federal law, but it confronted increasingly vocal challenges. The arguments over the Fourteenth Amendment, then, recapitulated this near century of debate over Native status. In crafting the citizenship clause, members of Congress largely agreed that jurisdiction meant the power to impose laws; where they heatedly disagreed was whether Native nations were, in fact, subject to that authority. Most concluded they were not, and in 1884, in Elk v. Wilkins, the Supreme Court affirmed the conclusion that Native nations’ quasi-foreign status excluded tribal citizens from birthright citizenship. 

But the “anomalous” and “peculiar” status of Native nations, in the words of the nineteenth-century Supreme Court, means that the law governing tribal citizens cannot and should not be analogized to the position of other communities—or at least any communities who lack a quasi-foreign sovereignty and territory outside most federal and state law but within the borders of the United States. Indeed, the Court in Wong Kim Ark expressly rejected the attempt to invoke Elk v. Wilkins to deny birthright citizenship to a Chinese man born in the U.S. to non-citizen parents, ruling that the decision “concerned only members of the Indian tribes within the United States.” The analogy has no more validity today than it did then, and the current Court should continue to reject it.

New Filings in Apache Stronghold Matter

Here:

Apache Stronghold Letter

Mining Company Letter

Federal Letter

Feds Notice to DCT

Petition is here. Opposition briefs here.

SCOTUS Denies HCI Tax Petition

Here is today’s order list.

Cert stage materials in HCI Distribution Inc. v. Hilgers are here.

Eighth Circuit Briefs in Tix v. Tix

Here:

Appellant Brief

Appellee Brief

Law Prof Amicus Brief

Tribal Amicus Brief

Tribal Orgs Brief

Lower court materials here.

Pics from LLSA/NALSA Talk with Dr. Estevan Rael-Galvez

Luis c.deBaca, Estevan Rael-Galvez, and Fletcher
LLSA and NALSA
Ashley and Andrew!

Connecticut Federal Court Stays Fee to Trust Acquisition for Mashantucket Pequot

Here are the materials so far in State of Connecticut v. Dept. of the Interior (D. Conn.):

Boston U. Law Review Symposium on Carla Pratt’s “Indianness as Property”

Carla D. Pratt has published “Indianness as Property” in the B.U. Law Review.

Abstract:

This Article expands upon the seminal work by Cheryl Harris entitled Whiteness as Property by exploring the intersection of race and property through Indianness. Indianness has been constructed as a form of property
conferring rights and privileges to its holders which this Article examines through the inertial relationship between race and legal status. Tracing the historical evolution of Indianness from the slavery era to the modern era demonstrates the complex relationship between tribal sovereignty, citizenship and Indian identity. This legal history contextualizes contemporary disputes over who can enjoy tribal citizenship and be Indian. This Article advocates for a reevaluation of Indianness that it is not grounded in notions of race and property, but rather sovereignty, history and culture, asserting that broadening the conception of Indianness will strengthen tribal sovereignty.

There are three responses (one forthcoming) to this paper:

Rejecting the Racialization of Indianness
Andrea J. Martin

Nanaboozhoo and Derrick Bell Go for a Walk
Matthew L.M. Fletcher

Matthew Villaneuve on Habeas Petitions to Free Indian Children from Boarding Schools

Matthew Villaneuve has published “Habeas Corpus and American Indian Boarding Schools: Indigenous Self-Determination in Body and Mind, 1880–1900” in the Western Historical Quarterly.

Abstract:

This article examines the history of Native people’s use of habeas corpus to resist family separation employed in the United States’ system of Indian boarding schools. It highlights three cases brought by Native petitioners from Alaska, New Mexico, and Iowa between 1885 and 1900. These cases show how Native parents, husbands, and cousins challenged the federal agents responsible for boarding schools by appealing to federal courts for intervention on behalf of their kin confined in such schools. Moving beyond legal interpretations, however, this article further argues that Native people used these petitions to assert their capacity to make their own decisions about the proper education of their young people and to convey Indigenous values of teaching and learning. Consequently, these cases illustrate an important but understudied means by which Native people used the legal tools available to them to assert self-determination in education. These habeas corpus cases are therefore a crucial part of boarding school history, American Indian and Indigenous history, and the history of U.S. education.