This research critically examines the operation of the binary linguistic standards in philosophy tertiary education, using queer theory as a deconstructive lens. Employing collaborative autoethnography (CAE), this study explores the lived experiences and narratives of queer philosophy educators and students, underscoring the subjective experience as a vital source of insight. This approach aligns with queer theory (queering), allowing for the deconstruction of macro- and microlevel heteronormativity within the university and classroom contexts, revealing how students' daily encounters expose the fragility and constructiveness of these binary standards. The research reveals how students and educators in Catholic institutions navigate and negotiate daily encounters, calling for a critical re-evaluation of knowledge production. By centering marginalized voices, this study aims to disrupt established epistemologies. This study's focus on queer philosophy educators and students may limit its generalizability. However, its findings have implications for rethinking pedagogical norms and knowledge production in tertiary education, highlighting the importance of inclusivity and diversity.
Garo et al. (Sat,) studied this question.