The intent of this paper is to examine the interplay of ethics and critical inquiry. We situate our thinking within a truth-telling philosophical position, specifically Foucault's analysis of parrhesia (truth telling) and associated concerns. Central to our writing is a belief in educational research contributing to social good and positive change. The emphasis is on the ethical responsibilities of critical methodologists informed by the notion of parrhesia. We argue that parrhesia, as an alternative approach to critical inquiry reorients the subjectivity of the truth-teller. Critical inquiry guided by parrhesia emphasizes the development of critical consciousness in that it requires praxis, one that involves actions and dialog. It elevates the commitment to engagement over self-interest, and is informed by principles of equity and justice through actions. This involves courage and risk taking, key commitments of parrhesia. In our paper, we examine the implications of courage and risk taking in the context of educational research. We conclude with a discussion of the significance of an educational research framework informed by parrhesia.