This chapter advances a Mad duo-ethnographic poetics to examine how madness, queerness, transness, and neurodivergence shape educational encounters within settler colonial, sanist, and neoliberal schooling systems. Drawing on Mad autobiographical poetics (smith, 2017, 2018, 2020) and duoethnographic methodologies (Norris et al., 2012), the authors engage in a rhizomatic, affective, and relational exploration of their experiences as Mad educators working through and against normative expectations of rationality, professionalism, and teacher identity. Through collaboratively crafted poetry, fragmented narrative, and embodied reflection, the chapter disrupts positivist linguistic conventions and challenges the genre boundaries separating biography and autobiography, self and other, public and private. Situating their work within US and Canadian colonial schooling contexts, the authors interrogate how whiteness, settler identity, and institutional power mediate their experiences while simultaneously refusing the pathologizing logics of the psy-complex. The chapter imagines liberatory and abolitionist educational futures rooted in healing justice, collective care, and Mad wisdom, offering a methodology-as-praxis that embraces unknowability, transgressive subjectivities, and deeply intertwined self-making. Rather than offering closure, the chapter concludes in a state of shared unresolvedness, inviting readers into a poetic pedagogical space where memory, longing, and Mad knowledge become sources for reimagining education otherwise.