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.