Across Canada, many educators are asking the same courageous question: What does it really mean to take up the work of reconciliation well, in my classroom, in my school, in practice? 

The Truth and Reconciliation Commission's 94 Calls to Action make one thing clear: this work belongs in every classroom. Twelve of the Calls to Action speak directly to K–12 education, affirming that schools must be places that nurture intercultural understanding, accurate historical narratives, and respect for distinct Indigenous knowledges. The challenge for many educators is knowing how to begin and how to keep going, and how to translate those efforts into sustained and committed action.

Why Do We Need Courageous Inquiry?

We must recognize that good intentions are not enough. While educators across Canada have expressed a deep desire to contribute to truth and reconciliation, many have also expressed equally deep concerns: 

• fear of causing harm unintentionally
• uncertainty about which voices and resources are credible
• lack of confidence in navigating complex histories and living realities
• the tension between personal commitments and systemic constraints

These concerns demand courageous inquiry.

What is Courageous Inquiry?

Courageous inquiry means being willing to look honestly at what we teach, how we teach it, and the systems we work within and then asking hard questions about whether we are reinforcing the very inequities we hope to change. It means staying in that process even when it's uncomfortable, and there are no easy answers to guide our steps. We will make mistakes, and yet must continue to engage and commit to this work. That ongoing commitment is at the heart of truth and reconciliation in education.

The Journey to Courageous Inquiry

Dr. Maria Vamvalis shares her thoughts on the positionality of the organization and the journey that TC² underwent towards Courageous Inquiry.

“The process itself was a form of courageous inquiry…We moved through genuine uncertainty, took direction from Indigenous scholars and community members at every stage, surveyed educators to understand what was actually needed, and allowed the shape of the resource to be changed by what we encountered.”

Read Maria’s full blog post

Learn more about the processes, key learnings, and action steps in each phase of the journey

Professional Learning Resource

Explore the Courageous Inquiry Resource
Coming Fall 2026!

Courageous Inquiry: Educator Stories of Unlearning, Relearning, and Reconciliation draws on the real stories of K–12 educators navigating truth and reconciliation in their classrooms. Through personal narratives, reflection prompts, and practical tools, it challenges educators to unlearn colonial habits, honour distinct Indigenous voices, and ask not just What can I do? but also Who am I in relation to this work? 

Written by TC² Director Dr. Maria Vamvalis, with guiding wisdom from Mi’kmaw scholar Dr. Marie Battiste, this book encourages thoughtful action while emphasizing reconciliation as an ongoing, relational, and accountable practice.

View sample pages

Pre-order now for fall delivery!

Professional Learning

TC² 2026 Conference

Flourishing Together in Challenging Times: Nurturing Thinking and Inspiring Action | October 28, 2026

Plenary Session: Courageous Inquiry for a Flourishing World

This plenary featuring TC² Director and author Maria Vamvalis and Mi’kmaw scholar Marie Battiste draws on Courageous Inquiry: Educator Stories of Unlearning, Relearning, and Reconciliation.

Learn more and save the date

Explore Courageous Inquiry Through Professional Learning

Learn how we can help you plan professional learning facilitated by our experienced team. We consult and collaborate with you to develop custom, focused, and engaging face-to-face and online sessions to meet your specific needs and grade level requirements. In addition to working directly with teachers, we also support thoughtful implementation across learning systems.

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