Andrea Hubin and Karin Schneider’s contribution gives an insight into their explorations of Austrian art education’s difficult legacy. Reflecting on the boundaries, aversions, distortions, interruptions and contradictions that inform its heritage, they critically examine the history of Child Art,and art educational projects’ ongoing use of exoticizing metaphors. While they propose to problematize these metaphors as signposts pointing to the history of the construction of the European 'other', they also embark on a journey of critical self-reflection on the problematic history of their own field of practice.