In this post-TRC environment, this paper explores how educators are engaging in In­digenizing, decolonizing, or reconciling pedagogical practices in post-secondary insti­tutions that encourage or inhibit transformation. The discussion is based on a researchstudy using talking circles to create a conversation among 34 Indigenous and settlerally educators at the Congress for Humanities and Social Sciences in 2017. We discussthe stories shared by participants within the three themes of responsibility, relationship,and reconstruction. Indigenous and settler ally instructors identify and use opportu­nities for change in classrooms, despite resistance from some students and adminis­trators. We conclude by discussing the implications of these findings fortransformation at student, faculty, and institutional levels.