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Asian Americans and Pacific Islanders (AAPIs) live in the intersections, particularly in the world of education. Some would describe this positionality as accidental or incidental, but, for many of us, our choice to locate ourselves in the intersections is intentional. An intersection can be defined simply as a juncture where two or more paths cross. When the roads of K-12 schooling and higher education converge, we discover glimpses of possibility for improvements in access, retention, and curricular matters. However, dynamics within these crossroads are assumed to be incidental and ad-hoc, leaving them poorly facilitated and under-theorized. But just as borders are historically, socially, politically, and economically constructed with intentions to separate, intersections can also be drawn with deliberate intention to ensure that we interact. In this essay, we suggest that critical educational intersections provide contexts where a multitude of interactions are possible for AAPIs to pursue purposeful work around justice, equity, and selfdetermination. Although specific educational intersections may offer opportunities for us to develop libratory praxis, we would be irresponsible to ignore the tensions that exist between interests competing for limited resources. Compartmentalized and dysfunctional educational policies, practices, and dynamics of hegemonic professionalization often compel students and educators to place themselves in either one or the other domains of K-12 and higher education with imagined autonomy from each other. The lack of i aapi nexus

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