This paper seeks to examine ethics, humanism, and the concept of "parrhesia" ("pa???s?a") in the context of educational research. More specifically, it surveys Foucault's lectures on ethics to explore a framework for educational research that disrupts subjectivity and traditional forms of humanism while retaining a relational conception of ethics. Within research in education, expertise is becoming narrowly defined and "promotes values of distance, fixity, and procedural ways of knowing and coming to know." Proceduralization increasingly governs the conduct and ethics of educational research. There is a need to search for alternative concepts and approaches to ethical engagement--"new and unexpected kinds of relationships" that require risk, courage, critique, and self-reflexive practices. A critical approach to educational research informed by parrhesia offers the potential to examine the tensions between meaning, subjectivity, and the self. It would be relational and oriented toward overcoming subjectivity. Parrhesia as an ethical practice offers a space between more general beliefs and underlying assumptions relevant to examining one's subjectivity. As an approach to research, it situates individuals within the formation and evaluation of meaning and knowledge, as opposed to isolating and abstracting them from it. It is essential that educational researchers move beyond procedural ethics to engage in research as an ethical practice. This orientation is especially critical in preparing future educational scholars and practitioners. Parrhesia enables educational researchers to resist the notion of "expertise," and facilitates the development of critical, reflexive, and relational practices.