This study examines the applicability of Critical Race Theory (CRT) beyond its U.S. American origins by analyzing the intersections of state, nation, race, and education in two distinct sociopolitical contexts: South Korea, and Iran. This manuscript explores how education functions as a genealogical site of power mediating relations among the state, nation, race/ethnicity, and social class in the construction and contestation of national identity. In South Korea, historical and contemporary student movements, from anti-colonial struggles and democratization to the Sewol Ferry protests, illustrate how education has served both as a means for producing normative citizens and as a site for cultivating democratic participants through civic resistance. In Iran, educational institutions intersect with gender, ethnicity, and political authority; within a tightly centralized system, CRT and intersectionality illuminate both possibilities and constraints of critical engagement. By situating these two cases within global debates on racialization, class inequality, and nationalism, this paper contributes to a comparative understanding of education as a contested arena where nations are imagined, challenged, and reconfigured. It contributes to scholarship at the intersection of race, class, and nationalism by offering insights into how the state structures and civic actors co-construct the politics of national identity through education in the 21st century while also highlighting the role of racial experiences in these processes.

The U.S. was constructed on a Black–white racial hierarchical system to maintain the subjugation of communities of color, of which we understand through racial formation that race continues to adapt and evolve to support structures of anti-Black racism. Our project centers racial formation as our theoretical framing for why race categories exist under a white supremacist, anti-Black system that profits from hierarchical inhuman realities. This critical collaborative autoethnography explores the learning journeys of one biracial Korean faculty member and one Lebanese-American undergraduate in their continued inquiry about erasure/affirmation of mixed-race and MENA identities. We explored the in-between gray spaces that our mindbodyspirits move through, and revealed the systematic impact of violent structures on our racialized mind–body–spirits. Findings allude to the limits of our belonging, in relation to dominant structures that cannot hold our in-between experiences. We urge social justice professions to recenter the literal marginal voices of mixed-race and MENA peoples as essential in the relational racial healing and restorative journeys of our multiracial and intersecting communities of color.