A Truth and Healing process is a commitment to acknowledging and examining the trauma that is part of our history as an Indian boarding school. Boarding school survivors, their families, and loved ones are provided resources and spaces to share their stories and experiences. We will, in turn, do everything in our power to provide information and support healing, within the Red Cloud community, across the reservation, and beyond.

This process will hopefully lead individuals impacted by the history of Indian boarding schools on a path toward healing. From truth and healing processes that have happened before around the world we know we must begin always with the truth. And while this may be the most difficult step to take, it is also not the end of the journey. There are four phases in a truth and healing process identified and developed by Dr. Maria Yellow Horse Braveheart, the Associate Professor in the Department of Psychiatry at the University of New Mexico.

Confrontation

Also described as the truth-telling phase, the confrontation for the institution begins with an admission of wrongdoing and transparency in the process of opening records and archives. The community of willing survivors and descendants are provided spaces and platforms by which to share their stories and have their stories listened to.

Understanding

When stories are told and the grief of trauma unearthed it is now important for that historical trauma to be processed. Survivors and descendants will need support in building a collective understanding of their trauma and how it has impacted them and their communities' lives. Non-survivors and descendants will need education and capacity building to gain as much insight as possible into the impact of this trauma historically and today.

Healing

In this stage, the community of survivors and descendants are invited to determine methods by which symbolically or through more literal methods the traumatic past and experiences can be overcome. These outcomes are highly dependent on the community and the institutions continued relationship and mutual understanding, collaboration, and mutual agreement.

Transformation

In this stage, the outcomes of the healing stage are made manifest in changed relationships. A new relationship is formed and new norms are invited to be lived out. This outcome is also heavily dependent on the community itself. But we know those who partake in this process cannot go through it and come out behaving and embodying the same structures as before. New relationships may mean new challenges and thus, it is also important to recognize that transformation does not mean trauma is forgotten, rather a transformation invites all to a reflective process that continues in perpetuity.

The phases are not always linear, in fact, when someone confronts their trauma, they may come to understand its impact better, and then find a path to healing very quickly or it may take years. At times, there are individuals who are not ready to confront their trauma, or who cannot move past that into understanding. It is important to recognize that transformative relationships are not achieved by all. Every journey is an individual one and the work to heal is a lifelong process.

Maka Black Elk

Black Elk is the Executive Director for Truth and Healing at Red Cloud Indian School. He graduated from Red Cloud in 2005 and returned to Red Cloud as a teacher and later an administrator in 2013 before taking on his current role last year.

Billy Critchley-Menor, SJ

Billy Critchley-Menor is the Project Assistant for Truth and Healing. He teaches literature part time at Red Cloud High School. Before Red Cloud, he completed a Master’s in American Studies at St. Louis University and worked on the Jesuits’ Slavery, History, Memory and Reconciliation Project.

Gabrielle Guillerm

Gabrielle Guillerm is the Research Coordinator for Truth and Healing. She is a historian who specializes in the study of Catholicism and settler colonialism in the United States. Before Red Cloud, she completed her PhD at Northwestern University and worked as a public historian at Chicago's Newberry Library.