This inquiry aims to contribute to the understanding of critical pedagogy and its implications for the visual arts classroom as it identifies the transformative dimensions of critical pedagogy in visual arts education. Consequently, this inquiry answers the questions: What are the views of critical pedagogy that can be discerned in the current Swedish syllabus for visual arts? And, how can the transformative dimensions of critical pedagogy be manifested in the visual arts classroom? The rationale of the study rests on the visual arts teachers’ importance to provide pupils with means for understanding the world in a nuanced way. The study is a theoretical study using critical pedagogy as a theoretical frame. The research material consists of the Swedish syllabus for visual arts and four academic publications that exemplify the use of critical pedagogy in visual arts education. The study uses content analysis for a systematic review of this material. The results suggest that critical pedagogy is an asset for creating meaningful and engaging classrooms environments. The findings also indicate that visual arts teachers may interpret parts of the Swedish visual arts syllabus as means to advocate for social justice. However, the results also suggest the need for visual arts teachers to expand the planned syllabi, and the importance of collective efforts and cooperation in the visual arts classroom. Furthermore, the study also re-presents these results in a didactical commentary in form of a visual narrative — a graphic story —.