The merging of prison or carceral studies and education is longstanding. In fact, there is an omnipresence of an educational studies foundations that analyzes and interrogates the role of carceral logics in schools and prisons. I refer to these foundations as the study of "educational carcerality," and in this article, I demonstrate how such an analytical heuristic affords a more capacious understanding of how carcerality structures schooling and educational processes. However, the interpellation of abolition with educational carcerality is taking a newfound life as social movements across the United States have researchers, scholars, and organizers theorize on the abolition question more explicitly. As education scholars, we are in urgent need of continued thoughtful scholarly engagement with existing and developing literatures and questions centered on pedagogy and education through an abolitionist perspective. I offer "educational abolitionism praxis" as a guide forward toward alternative theorizations of schooling in the United States and alternative modes of pedagogy and educational lifeworlds. The aim is not to delineate what educational abolitionism is, but to dis-orient us toward an experimental tool that fundamentally shifts what is made possible through a focus on abolition and its offerings.