The present master thesis is written in an effort to answer the question: What should be the practice of critical art education so that it initiates sustainable changes and tangible transformation for those involved in it and for the world in which they live? It tackles this topic through a retrospective reflection on a couple of projects in the field of art education, in particular in the context forced migration, in which I have personally participated. I have undergone qualitative analysis based on the coding method. The work presents the results of this analysis based on which several suggestions, or a set of advices, are made. It is also intended to motivate and inform future work in the field of critical art education with an anti-discriminatory perspective.