This study explores the primacy of developing a critical pedagogy appropriate for art museum education, with particular reference to the curriculum in the Singapore Art Museum (SAM). To create conditions for a pedagogy which is meaningful to the experience of visitors, the art museum curriculum needs to empower visitors to construct and reflect about issues of identity and culture. The role that critical pedagogy might play in addressing the educational approaches in SAM is presented. Finally, the implications for practice are explored in the form of community-based art education. Together, it is argued that collaborative and interdisciplinary educational experiences should be the purpose and outcome for developing the Art museum as a vehicle / site for community empowerment.