The themed section of this issue analyses the experience and future of pedagogical innovation in cultural studies, focusing on a variety of questions and issues. Has technological innovation allowed flexibility and an extension of the curriculum, or merely been used to reduce face-to-face teaching hours? Has the consistent demand to plan and report on teaching programs encouraged forward thinking or burdened academics with bureaucratic demands? Have universities truly internationalised their curriculums or merely exploited upwardly mobile international students? Has pedagogical innovation advanced or compromised the university’s ethical commitments: to social justice, equal access, human rights and environmental sustainability? What broader cultural developments does the consistent call to innovate in the classroom reflect?

The rest of the issue contains a wide range of innovative articles, new writing and reviews.