This paper weaves together lineages of queer and trans theories through the lived experiences of a queer, trans, genderqueer, disabled, neurodivergent scholar of color. I share testimonies of epistemic injustice as a K-12 and university student which, while lifesaving in some ways, reinscribed neoliberal notions of individualized care through the cis-het white, necropolitical, settler-colonial gaze. These acts illustrate the extent to which queer, trans, disabled, neurodivergent and racialized people are hermeneutically marginalized through discursive, relational educational understandings of care that employ a neoliberal, white, colonial, cisheterosexist lens. I also provide insights into queered and transgressive forms of care that refuse the limitations of white, colonial, cisheterosexist ideology and demand epistemic justice. Overall, the paper offers innovative ways to think about epistemic injustice and care as interrelated ethical problems in educational institutions.