Based on a learning experience with high school students, as part of the European project Creative Connections, this paper reports on how visual culture art education (Hernández, 2000; 2007) made possible the development of an inclusive education project. The case presented was developed in one of the schools participating in Creative Connections, situated in a town closed to Barcelona. In this high school a teachers’ mantra was circulating to fix the expectations and prejudices on young immigrants (around 70%): "Here, we have immigrant students, who come to enroll in the Low Secondary Education, barely literate, from low cultural level." This position classified young people as not knowing subjects. In front of this initial situation the case presented allows to understand how young participants, based on their relations with contemporary art works, facing the stigma of being immigrant not as a limitation but as a possibility of visibility, recognition and emancipation (Cañete; Hernández-Hernández, in press).