Using a life writing research methodology in this article, I seek to understand the complexities implicated in reading silenced narratives as a way towards reconciling internations relationships. To do so, I weave in the poetical "territories" of Josephine Bacon, Innu poet from Pessiamit, Quebec. I analyse how a poetic text has created spaces for reinterpreting silence[s], that journey into and beyond my "whispered" narratives as an emerging, settler scholar and curriculum theorist. As I tune into several layers of silences, I examine the pedagogical implications lying within public and intimate territories of "silenced narratives" and the "narrative(s) of silence(s)" in our various practices as educators.