Queer voices in the pedagogical spaces towards inclusivity: Overcoming the binary linguistic standards in education
Nikky S. Garo, Gerard Louiez P. Mapalo I, Samantha B. Cancino, Samantha S. Duco, Tertius Breindel C. Portabes, Shawn Michael P. Pajinag & Marjorie B. Marquez
Abstract
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.
Keywords
queer voices, queer theory, language and pedagogy, philosophy, inclusivity
Author information & Contribution
Nikky S. Garo. Corresponding author. Doctor of Philosophy in Philosophy (candidate), Associate Professor at Department of Philosophy, Saint Louis University, Baguio City, Philippines. Email: nsgaro@slu.edu.ph
Gerard Louiez P. Mapalo I. Bachelor of Arts in Philosophy. Part-time faculty at Department of Religion, Saint Louis University, Baguio City Philippines. Email: glpmapalo@slu.edu.ph
Samantha B. Cancino. Undergraduate Student of Bachelor of Arts in Philosophy, Saint Louis University, Baguio City Philippines.
Samantha S. Duco. Undergraduate Student of Bachelor of Arts in Philosophy, Saint Louis University, Baguio City Philippines.
Tertius Breindel C. Portabes. Undergraduate Student of Bachelor of Arts in Philosophy, Saint Louis University, Baguio City Philippines.
Shawn Michael P. Pajinag. Undergraduate Student of Bachelor of Arts in Philosophy, Saint Louis University, Baguio City Philippines.
Marjorie B. Marquez. Undergraduate Student of Bachelor of Arts in Philosophy, Saint Louis University, Baguio City Philippines.
"Author 1 conceptualized, constructed the methodology, edited the manuscript, and spearheaded the entire process. Authors 2, 3, and 4 helped contribute to the manuscript's contents, editing, and analysis. Authors 5, 6, and 7 gathered, analyzed, and interpreted the data. All authors contributed to the writing of the final version of the manuscript."
Disclosure statement
No potential conflict of interest was reported by the author(s).
Funding
This work was not supported by any funding.
Institutional Review Board Statement
The authors obtained the necessary approvals and permissions from relevant authorities, secured and signed the Attestation for Ethical Consideration and ensured that ethical standards were followed throughout the research's completion. The participants participated voluntarily, and their informed consent was obtained prior to the collection of data, ensuring that they were aware of the research purpose, procedures, and potential risks or benefits, and that their participation would cause no harm or undue distress.
AI Declaration
The authors declare that the following Artificial Intelligence systems were minimally used throughout the study: Assisted Searching, Quillbot and Grammarly for grammar and flow, ChatGPT for Paper Critique (e.g. sweeping statements, statements that need to be cited). All relevant information that was used is cited and referenced accordingly.
Notes
Acknowledgement
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Cite this article:
Garo, N.S., Mapalo I, G.L.P., Cancino, S.B., Duco, S.S., Portabes, T.B.C., Pajinag, S.M.P. & Marquez, M.B. (2025). Queer voices in the pedagogical spaces towards inclusivity: Overcoming the binary linguistic standards in education. International Review of Social Sciences Research, 5(3), 247-269. https://doi.org/10.53378/irssr.353264
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