This article critiques the inherent violence within conventional education systems, examining their determinative and coercive constructions as forms onto-epistemic violence. While marginalized groups experience intensified forms of this violence, all students are subjected to educational normativity that disciplines, regulates, and constrains learning through compulsory structures. Drawing on poststructural theorists such as Henry Giroux, Judith Butler, and Michel Foucault, the article explores how curricula, disciplinary practices, and performativity perpetuate explicit and implicit violence. Butler's symbolic violence elucidates how schools structure intelligibility, determining whose knowledge and being are legitimized. Similarly, Foucault's analysis of disciplinary mechanisms reveals how schools function as instruments of social control, limiting onto-epistemic possibilities. Positioning crip theory as the primary framework, with decolonial and posthumanist perspectives as complementary, this article examines how cripped subjectivities are both sites of systemic violation and forces of disruption that unsettle educational normativity. The article argues for aleatory and non-determinative educational formations that refuse stable architectures, advocating for crip (non)pedagogies, mutual aid-based learning, and nomadic subjectivities that challenge the fixity of knowledge and being. This deimagining demands the fundamental undoing of normative educational reproductions of cognition and being, allowing for more fluid, interdependent, and generative onto-epistemic formations.