This special issue reflects upon the student protest and public controversy over the Massachusetts Institute of Technology (MIT) Visualizing Cultures website in 2006 from multiple perspectives. Three sets of questions raised by the incident are addressed by contributors to the volume. The first entails questions over the changing narratives of nationalism and history in Sino-Japanese-US relations, and as taught to and contested by Chinese overseas students. The second revolves around the use and display of visual images in pedagogical, digital, and scholarly contexts, examining debates over authority and interpretation of propagandistic, racist, and violent visual imagery. The third stems from the promises of digital media and examines the challenges of public participation and dissent in the pedagogical sphere. In what ways should or could the norms of scholarship, pedagogy, and student interaction evolve in response to the digital turn, to the globalization of the student body, and to the appropriation of visual technology in the classroom?

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