Despite a structural and long-dur & eacute;e focus on racism and its ideological and material effects in everyday life, less attention has been given to a more globally-extended outlook using the same theoretical model to address convergences and differences from diverse contexts. In this paper we revisit three separate qualitative research projects from the US, Sweden, and Chile that conducted interviews and focus groups with teaching staff and students so as to assess how global educational ideologies contribute to, and interlink, seemingly separate instances of structural racism. We identify the ways in which the minimization of racial inequality is deeply interconnected to the relational ways that microaggressions occur on a daily basis in schools, and failure to identify these will allow structural inequalities to continue unabated. We suggest that overcoming subtle forms of racism requires educators to directly confront and dismantle the ways it permeates schools, from classroom interactions to institutional norms.